Relevant bibliographies by topics / Didactic literature, German

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Didactic literature, German'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Didactic literature, German"

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Pyzłowska, Beata. "Ernsta Jüngera obraz wojny." Annales Universitatis Paedagogicae Cracoviensis | Studia Historicolitteraria 15 (December 12, 2017): 105–12. http://dx.doi.org/10.24917/3924.

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War described by Ernst Jünger World War I (1914–1918) was one of two wars in Europe which Germany sought. One of the participants of the war was a German soldier and writer Ernst Jünger, who described his experiences in Storm of Steel (In Stahlgewittern). His diaries are a valuable source of knowledge of the Great War. Sincere confessions of a German soldier who during the war was promoted through the ranks is also a story of a daily life on the front of both Jünger and the subordinates of the German Emperor – Wilhelm II. The diary holds a special place among books about war due to their origins – written by a German fluent in French and passionate about French literature and culture. Jünger’s dairy was translated into Polish by a soldier Janusz Gaładyk and given the title Książe piechoty. Through such a title, Gaładyk paid his respects to the German comrade. The book has a didactic character because it shows the multidimensionality of the atmosphere in the German army.Key words: France; Germany; nationalism; patriotism; I World War;
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Hoffman, Jeannette. "Student Teachers and Kindergarten Children Talking about Picturebooks Focusing School in Didactic Research Labs at University." Journal of Literary Education, no. 4 (July 31, 2021): 260. http://dx.doi.org/10.7203/jle.4.21024.

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Within the project“Lehren, Lernen und Forschen in Werkstätten” (Teaching, Learning and Researching in Laboratories) from 2016-2019, German didactic seminars were held in the “Lern- und Forschungswerkstatt Grundschule” (LuFo) (Primary Education Research Lab) at the Technische Universität (TU) of Dresden. The seminars, which were attended by primary education student teachers, dealt with telling stories to wordless picturebooks, reading aloud picturebooks about school or other literary themes. The student teachers dealt with selected picturebooks from the perspective of literature didactics, visual literacy studies and empirical research on reception of literature. They designed didactic arrangements in the sense of inquiry-based learning and invited kindergarten and primary school children to the LuFo to explore the stories told in the picturebooks together with them. The study is based on the student teachers' seminar papers in which they describe their projects, give didactic reasons for the selection of literature and analyse their interactions with the children around the picturebooks. Using the example of picturebooks about school, the study uses the Key Incident Analysis to ask which books the student teachers choose and how they receive them, in what form they discuss them with the children and how they shape the reading situations and finally, how they reflect on their own learning processes. The results give an insight into both the processes of reflection of the primary school student teachers and the processes of literary learning of the children.
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Žvaliauskienė, Sidona. "Promotion of Student Autonomy in Learning the German Language. University Case Study." Sustainable Multilingualism 17, no. 1 (November 18, 2020): 231–53. http://dx.doi.org/10.2478/sm-2020-0020.

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SummaryThe concept of learner-centered teaching is very popular in modern foreign language didactics. Specialized literature emphasizes repeatedly how important it is to enable individual and self-directed learning processes and to support them with advice. It is obvious that autonomy can be seen as a key competence that is urgently needed in a constantly changing world of work. With the principles of learner orientation and learner autonomy, the roles of university lecturers and students are also changing. So it seems to be essential for lecturers to answer the following questions: Under what conditions can self-determined, efficient and successful foreign language learning take place in a university-learning environment? How much freedom students can or want to endure in a foreign language class? What are the limitations of learner-oriented teaching in foreign language classes? This article reports on the implementation of the pedagogical concepts of learner orientation and learner autonomy and shows why the use of the didactic principle of learner autonomy in universities is a challenging task for both teachers and learners. The statements are based on the insights gained during the BA seminar on contemporary German language at Kaunas Vytautas Magnus University.
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Nijemčević Perović, Marija. "Doprinos pozorišne pedagogije razvoju kompetencija nastavnika nemačkog jezika u inicijalnom obrazovanju." Узданица 18, no. 1 (June 2021): 269–85. http://dx.doi.org/10.46793/uzdanica18.1.269n.

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This paper examines the contribution of theatre pedagogy, implemented in the initial education of German language and literature students, to the development of teaching competencies defined in strategic documents. The target group of the research consisted of German language teachers who were members of the Academic Theater of German Students during their bachelor and master studies. A semi-structured group discussion was used as the data collection technique, while the data analysis and interpretation theater pedagogy methods, they should be integrated into the curricula of study programs dealing with the education of future foreign language teachers. were performed using a qualitative research method. The results have shown that theatre pedagogy contributes to the development of professional, psychological, didactic and mod- erational-mediational skills of future teachers of German as a foreign language. Having in mind the spectrum of teaching competencies that are developed through the application of
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Schopf, Juliane, and Beate Weidner. "Pluricentriciteit in het DaF-onderwijs." Internationale Neerlandistiek 59, no. 1 (February 1, 2021): 25–49. http://dx.doi.org/10.5117/in2021.1.002.scho.

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Abstract Foreign language didactics is committed to teach the variety of language that is actually used in everyday life. In this article, we study possibilities of working with authentic German dialogues in teaching contexts of German as a Foreign Language. By focusing on regional and national varieties of German in Germany, Austria and Switzerland, we examine current textbooks that claim to follow a pluricentric approach and show how they deal with the fact that spoken German is not a homogenous variety. The analysis of the teaching material reveals the problems, that working with artificial dialogues entail under a pluricentric perspective, including phonetics, prosody, lexis, grammatical and interactional structures. Thus, we plead for the use of authentic dialogues in order to create awareness for a pluricentric view on language among students of German as a Foreign Language. Especially for learners, who plan to spend time in a German-speaking country, the work with authentic dialogues from a certain geographical region can have a highly motivating effect as they learn to understand native speakers in their everyday talk. To this end, we present a database that provides audio material in the different national varieties of spoken German, which can be used for didactic purposes in the foreign language classroom. Samenvatting De vreemdetalendidactiek streeft ernaar om die taalvariëteit aan te leren die in het alledaagse leven wordt gebruikt. In dit artikel gaan we na welke mogelijkheden er zijn om met authentieke Duitse dialogen te werken in een onderwijscontext van het Duits als Vreemde Taal. Met een focus op de regionale en nationale variëteiten van het Duits in Duitsland, Oostenrijk en Zwitserland onderzoeken we recente tekstboeken die een pluricentrische benadering beweren te volgen en we laten zien hoe ze omgaan met het feit dat gesproken Duits geen homogene variëteit is. De analyse van het onderwijsmateriaal brengt enkele problemen aan het licht die het werken met artificiële dialogen vanuit een polycentrisch perspectief met zich meebrengt, waaronder fonetiek, prosodie, woordenschat, grammaticale en interactieve structuren. We pleiten dus voor het gebruik van authentieke dialogen om studenten Duits als Vreemde Taal bewust te maken van een pluricentrische kijk op taal. In het bijzonder voor leerders die van plan zijn om enige tijd in een Duitstalig land door te brengen, kan het werken met authentieke dialogen uit een welbepaalde geografische regio bijzonder motiverend zijn omdat ze zo de alledaagse taal van native speakers leren begrijpen. We stellen ook een database voor waar audiomateriaal in verschillende nationale varieteiten van gesproken Duits te vinden is, dat voor didactische doeleinden kan worden gebruikt in de vreemde talenklas.
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Bauer, Eva. "Trinität und Heilsgeschichte: Das ›Anegenge‹." Beiträge zur Geschichte der deutschen Sprache und Literatur 141, no. 1 (February 22, 2019): 31–52. http://dx.doi.org/10.1515/bgsl-2019-0002.

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Abstract Up until now, the Early Middle High German text ›Anegenge‹ has been discredited in academic research for various different reasons, including claims that it is merely a bad didactic poem, whose sole purpose is to portray the complete history of salvation. This paper aims to illustrate that the main topic of the poem is not, as has been the common consensus thus far, the history of salvation, but, instead, the Holy Trinity. This allows for a reevaluation of the text.
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Ben-Ari, Nitsa. "Didactic and Pedagogic Tendencies in the Norms Dictating the Translation of Children's Literature: The Case of Postwar German-Hebrew Translations." Poetics Today 13, no. 1 (1992): 221. http://dx.doi.org/10.2307/1772799.

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Saleh, Nurming, Muh Anwar, and Misnawaty Usman. "Improving German Listening Competence by the NURS Teaching Model." Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra 5, no. 1 (February 14, 2021): 177. http://dx.doi.org/10.26858/eralingua.v5i1.18673.

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Abstract. Listening is a receptive language competence named as the beginning of the catching on information, and it will be helpfully on the ideas developing. This study is a classroom action research (CAR) and aimed at German listening competence increase of students by implementing the NURS teaching model. NURS is an abbreviation of Nature, Unique, Relevant, and Situational. It is a didactic, constructively, metacognitive, humanly, intercultural, instructional, and technological-based learning procedure. Kemmis and Taggar model consisting of planning, action, observation, and reflection for every cycle, was utilized to implement this CAR in the German educational department at the Faculty of Language and Literature 25 students in the second semester as the research sample with two circles. The syllabus, teaching plan, student activity sheet, and listening formative test were implemented as the research instrument. The data analyzed by using percentage techniques. The result shows that the average student's German listening competence in the first cycle is 46. After they learned in the second, they could not be in minimum score standard 75 because their average score is 61. Their competence percentage increased by 35.16% to 81.16. Another important thing about using the NURS teaching model on learning German is the positive effect on the teacher's teaching skills, like management of teaching, time, and how to make students more enthusiastic during the learning process. It can be concluded that the NURS teaching model can improve the student's German listening competence in the German educational department at the Faculty of Language and Literature of Makassar State University. Keywords: Classroom Action Research, NURS Teaching Model, German, Listening Competence
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Симанков, Виталий. "Детское Чтение (1785-1789) и Детския Забавы (1792): Рецепция немецкого протестантизма в детских изданиях XVIII в." ВИВЛIОθИКА: E-Journal of Eighteenth-Century Russian Studies 5 (November 27, 2017): 18–39. http://dx.doi.org/10.21900/j.vivliofika.v5.551.

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This article is focused on Protestantism-related ideas encrypted in children’s literature in eighteenth-century Russia. The primary focus of the study is on Detskiia Zabavy (1792), a short-story collection that was thought to be an original Russian book. As this study shows, the book in question is actually a collection of texts translated from German and French. The bulk of the collection deals with the so-called short didactic stories, the ideological roots of which have been overlooked and understudied. The author’s findings help to clarify, among other things, the subject of Pushkin’s parody in his Detskaia Knizhka (1830).
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Seago, Karen, and Lavinia Springett. "Dzikie bohaterki? Problematyka płci kulturowej i gatunku literackiego w przekładach Northern Lights Philipa Pullmana." Przekładaniec, no. 40 (2020): 22–50. http://dx.doi.org/10.4467/16891864pc.20.002.13165.

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Savage Heroines? The Treatment of Gender and Genre in Translations of Philip Pullman’s Northern Lights Philip Pullman’s Northern Lights is the first instalment of his award-winning trilogy His Dark Materials. In this alternate-worlds fantasy and children’s literature classic, Lyra and her daemon Pan are catapulted from the relative stability of Oxford to negotiate an increasingly threatening world in a quest to protect free will from cataclysmic adult zealotry. According to prophecy, Lyra is the chosen one; she conforms to the tropes of the fantasy quest performing the paradigmatic steps of the saviour hero. Pullman’s protagonist transgresses and subverts the stereotypical expectations of the fantasy heroine whose generic destiny is coded in enclosure, passivity and endurance. Lyra is also a coming of age story and here again Pullman’s conceptualisation does not conform to the female pattern in both fantasy and children’s literature where marriage functions as the marker for maturity. Character is one of the two defining traits of fantasy (Attebery 1992) and it performs a didactic function in children’s literature. Characterisation is created through the reader’s interpretation of textual cues: narratorial description; direct and free-indirect speech. Lyra’s character subverts fantasy stereotypes and depicts a transgressive child who does not conform to gender role expectations. Genre translation tends to adapt the text to target culture norms and the didactic and socialising impetus of children’s literature has been shown to prompt translation strategies which comply with the receiving culture’s linguistic and behavioural norms. In this paper, we analyse the rendering of character cues in the French, German and Italian translations of Northern Lights: 1. Is the transgressive trope of a) the heroine following the male hero paradigm and b) the coming of age pattern maintained or normalised to conform to genre expectations? 2. Is Lyra’s transgressive character rendered in translation or is it adapted to comply with didactic expectations of behaviour? 3. Are there different notions of the role and function of children’s literature in the target environments and do these impact on translation strategies?
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Dissertations / Theses on the topic "Didactic literature, German"

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Yao, Shao-Ji. "Der Exempelgebrauch in der Sangspruchdichtung vom späten 12. Jahrhundert bis zum Anfang des 14. Jahrhunderts." Würzburg Königshausen & Neumann, 2006. http://deposit.d-nb.de/cgi-bin/dokserv?id=2834131&prov=M&dokv̲ar=1&doke̲xt=htm.

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Kaiste, Jaana. "Das eigensinnige Kind : Schrecken in pädagogischen Warnmärchen der Aufklärung und der Romantik." Doctoral thesis, Uppsala University, Department of Modern Languages, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-6023.

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This dissertation deals with how didactic fiction and writers of child literature of the 18th and 19th centuries tried to strike terror into their young listeners to make them obedient to the social and moral norms of adults. Particular attention is devoted to texts where children themselves function as protagonists. Fairy-tales by the brothers Jacob and Wilhelm Grimm but also by Ludwig Bechstein and Charles Perrault are taken into consideration as are examples of child literature by Johann Baptist Strobl, a less famous didactic philanthropist at the end of the Enlightenment.

The theme of horror and intimidation is followed and analyzed with special regard to narrative techniques, but also to objectives of educational and socialisation processes. The dissertation argues that many of the recurring stereotypes and topoi in these horror stories for children can be traced back to popular superstition and other notions of an early preliterary and oral society.

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Tombrock, Anna. "Lesen und lernen : Eine Analyse von Textarten und ihren Funktionen in Lehrbüchern für Deutsch als Fremdsprache." Thesis, Stockholms universitet, Institutionen för slaviska och baltiska språk, finska, nederländska och tyska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-179829.

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The following study examines what kind of texts learners encounter in different textbooks, if these texts are constructed or authentic (already published), and if this has, or can have, any meaning for the learningprocess of the students. The chosen textbooks, Das Dach 4 (2007), Genau! 4 (2008), Der Sprung! 4 (2011) and Alles Deutsch: oder was? 9 (2016), are analysed with a comparative method and with a literaturedidactic theoretic framework. The study determined that most textbooks only have a small amount of authentic texts and that an even smaller amount are both authentic and literary. One of the textbooks diverse from the others, as about half of the total amount of texts are authentic. In all of the textbooks most of the authentic texts are stories, poems, songs and recipies, and the most common texts overall are stories and dialogs. In contrast to the curriculum for german as a second language in Sweden, none of the textbooks had a play in it. To most of the authentic texts there are no tasks at all. The teacher can therefore choose how the students are supposed to work with the texts and what kind of competences are supposed to be fostered and developed. The study also shows that the texts and their tasks mainly are supposed to foster the learners' verbal skill and their textual understandig. The discussion indicates that reading can foster the language skills of the students, and shows that it is possible that reading not only developes the skill of textual understanding, but also understanding for the structure of the language itself.
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Wichmann, Laura. "An neue Sprachufer übersetzen: Zur Didaktik der Literarizität und dem Potential eines erweiterten Übersetzungskonzeptes im Kontext von Deutsch als Fremdsprache." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96946.

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Geiling-Hassnaoui, Susanne. "Le potentiel interculturel de l’enseignement de la littérature en cours des langues vivantes : l’exemple de la section Abibac en France." Thesis, Reims, 2015. http://www.theses.fr/2015REIML012.

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Cette thèse traite du potentiel interculturel de la littérature en cours de langue à l'exemple de la section Abibac en France, créée en 1994 dans le contexte de la coopération franco-allemande. Permettant l'obtention simultanée du baccalauréat français et de son équivalent allemand, l'Abitur, son objectif principal est le développement de la compétence interculturelle.La première partie présente un aperçu historique de la section Abibac, l'arrière-plan conceptuel de notre recherche dans les domaines interculturel, didactique et littéraire, et nos choix méthodologiques.Dans la deuxième partie, nous analysons le contexte théorique et institutionnel de l'enseignement de l'allemand en France. Nous discutons le statut de l'élève en tant que lecteur et présentons une étude empirique concernant la place de la littérature et de l'interculturel dans les textes-cadre institutionnels en France et en Allemagne, ainsi que dans les supports pédagogiques.La troisième partie démontre par des études de terrain les pratiques dans les sections Abibac en France. Une enquête menée auprès des professeurs concernant leurs choix de supports pédagogiques ainsi que leurs approches et objectifs est approfondie par des observations participatives menées dans quatre sections Abibac. Une expérimentation d'enseignement basée sur la lecture croisée de littératures de minorités mène à un modèle didactique permettant l'exploitation du potentiel interculturel des textes littéraires en classe.L'approche interdisciplinaire et interculturelle ainsi que l'association de la recherche théorique et de l'expérience pratique sur le terrain sont les clés de cette recherche
The cross cultural potential of literature in foreign language teachingThe example of Franco German bilingual departments of French High-SchoolsThis thesis deals with teaching German literature in the bilingual department in French High-Schools: “Abibac”, created in 1994 in the field of Franco German cooperation, enables the students to pass the German and the French Secondary School examination simultaneously. The priority is to develop intercultural skills through the reciprocal knowledge of the two cultures.In the first part of this thesis, the development of the bilingual departments “Abibac” of French High-Schools is described in the historical context. Then the basic concepts of intercultural research, literary didactics and foreign languages didactics we refer to are reflected and the methodology of the thesis is presented.In the second part of our research, we present the theoretical and official context of German literature teaching in France. The theoretical analysis of pupils as readers is completed by an empirical study of the official instructions of German and French High-Schools. There is also an analysis of the way literature is introduced and intercultural skills are developed in textbooks.The third part of this thesis deals with the daily teaching practice in “Abibac”-departments in France. A survey of teachers on their teaching material, teaching practices and objectives is analysed and deepened by the presentation of observations in four “Abibac”-departments. A concrete teaching experience with books by multicultural authors will show how to study intercultural questions in literature.The interdisciplinary and intercultural approach of this project, the association of university research and practical experience in high-schools are the keys of this thesis
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Marx, Åberg Angela. "Lesefreude und Lernerorientierung : Eine Untersuchung von Lehrerentscheidungen beim Lesen eines Romans in einer Schülergruppe im schwedischen Unterricht Deutsch als Fremdsprache." Doctoral thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-5474.

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In this study, teaching is seen as a complex decision-making situation, where different factors that influence the teaching and learning process are interwoven and connected with each other. To describe and analyse the complexity of teaching literature in a foreign language instruction setting is the aim of the study. The study was conducted with one teacher participant and her group of 16–17 years old pupils in a Swedish upper secondary school, while they read a German youth novel. Data on the teacher decisions in the planning phase was collected by interviewing the teacher before the actual teaching of the novel and between lessons, while the implementation of the teacher decisions was observed during the lessons. In the interviews, four decision areas showed to be central to the teacher: teaching goals, choice of text, task formulation, and the role of freedom and control as central concepts of learner autonomy. In the analysis chapters, the decisions within these different areas are described, commented on, and contextualized within the teacher’s own teaching concepts, and within current research and theory on foreign language reading, learning, and teaching. Factors critical to the decision-making situation are identified. The findings of the study show that teaching literature employs a decision-making process of great complexity because of the subjective character of the reading process. The complexity of the process is increased by the fact that a foreign language was being taught. Even for an experienced teacher (as the teacher who was observed in the study is) teaching decisions are characterized by a complexity which her many years of teaching experience can only partly compensate for. The main goal for the teaching of the novel was formulated by the teacher as ‘reading pleasure’, a concept grounded on a previous teaching experience. Since the teacher saw tasks as an obstacle for a reading experience, the task formulation constituted a conflict for her. In the study, the structure of the conflict is described by investigating different understandings of the concepts ‘reading pleasure’ and ‘task’. A crucial question was raised: What was considered to be the most important activity of the lesson: the reading or the tasks? When the task is secondary to the reading, there is an opportunity for the learner to focus on the reading experience; an important condition for reading pleasure. When the task is considered to be the primary activity, the student’s focus is on solving the task, and the reading activity thus looses its importance when the task is fulfilled. The interpretation of teaching concepts like ‘task’ is therefore a crucial factor that influences the teacher’s decisions about the teaching. A second concept that is central to the teacher’s teaching activities is ‘learner autonomy’. Since it is a central concept in the Swedish school curriculum, learner autonomy is held in very high esteem, whilst teacher control is consequently held in very low esteem. The idealization of learner autonomy, along with insufficient explanation of its impact on the distribution of the responsibility for the learning process between teachers and pupils are seen as factors that lead to an increased complexity in the decision-making process about how to manage situations where pupils are not prepared to take on the responsibility that is given to them.
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Pontén, Josefine. "Das Wort kenne ich! : Eine Frequenzanalyse von Vokabeln in zwei DaF-Lehrwerken für das Niveau A2." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-89698.

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This two-part study investigates the word frequency of a total of 1296 vocabularies presented in the textbooks Digilär Tyska 3 and Lieber Deutsch 3 2.0, which correspond to the language proficiency level A2. The aim of the study was to investigate to what extent the designated vocabulary in the two textbooks represents the most frequent words in the German language. To determine this, the study was divided into two parts: In the first part, a quantitative study was conducted to answer the following research question: To what extent does the vocabulary in two German textbooks used in Swedish upper secondary schools represent the most frequent words in the German language? The chapter vocabularies were compared to the corpus-based frequency dictionary A Frequency Dictionary of German which lists the 4034 most frequent words in the German language. This study showed that both textbooks provided a high coverage of high frequency words with a percentage of 78% and 73%. Additionally, the vocabularies belonging to the vocabulary excerises in Digilär Tyska 3 were investigated and the result showed that 62% of these words had a low frequency and were not included in the frequency dictionary. Due to this low frequency coverage in the vocabulary exercises a need for a second part of the study was identified to investigate whether this vocabulary, despite its low frequency would still be important for the students to learn. Therefore, a second study with the following two research questions was conducted: Which themes do the low frequent words belong to? To what extent would each word separately in a low frequent composition come across as high frequent?The analyses in the second part of this study showed that the most dominating themes among the low frequency words were describing words, animals, hobbies and other. Consequently, it was argued that these themes could be relevant to address the students’ varying interests. Furthermore, the frequency analysis of the low frequency compositions showed that 13.8 % of the low frequency words could be seen as high frequent when the frequency of each word within a composition was taken into account. Based on these results, it was argued that students learning German with the help of these textbooks would encounter many high frequency words. However, it was stressed that frequency alone cannot be the only deciding factor when identifying the adequate vocabulary for language learners. Motivational aspects such as incorporating vocabulary belonging to themes that students have an interest in would be another important factor that needs to be taken into account when choosing vocabulary. Furthermore, it was argued that teachers should incorporate strategies for German word composition to increase their students’ vocabulary range.
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Lang, Marek. "Wolfgang Herrndorf: Čik. Didaktická adaptace románu a filmové adaptace." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-404922.

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This master's dissertation deals with the elaboration of a didactic adaptation of the novel ​Tschick ​by Wolfgang Herrndorf and its film adaptation. The goal of this master's dissertation is to create a complete educational project that is used in a real school curriculum. In the theoretical part, the basic principles for creating such a project are expounded: The terms literature and film in teaching German are explained. Moreover, there are reasons listed why literature and films ought to be a firm part of second language teaching. The literary work ​Tschick ​by Wolfgang Herrndorf is dealt with in the perspective of literary studies. Furthermore, the theoretical and methodological principles are introduced in the purpose of creating such a project. This is implemented in the practical part of this master's dissertation using the novel ​Tschick ​by Wolfgang Herrndorf and its film adaptation as a foundation of this project. Thus, the lesson materials and plans are created that are used at a real school, ​Gymnázium, Praha 6, Arabská 14​, where a group of 17 students, who are at level A2, is chosen for this project. The author of this thesis works at this school. As the school is technically well equipped, various information technologies are utilized within the project. The entire course of the...
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Klusáčková, Marie. "Využití grafického románu ve výuce němčiny." Master's thesis, 2021. http://www.nusl.cz/ntk/nusl-437612.

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This diploma thesis deals with the possibilities of using graphic novel in German language teaching (teaching German as a foreign language). The main premise of this thesis is that graphic novel, as a multimodal medium and a phenomenon of current literature, has a wide potential for the German (and other foreign languages) classroom. The goal of the thesis is to design a didactic material respecting the specific qualities of graphic novel and drawing upon its potential. The first chapter serves as an introduction, exploring graphic novel as a medium, as a phenomenon of current literature and as a pedagogical tool. The term is defined and put into context. In the second chapter, the method of a review study is employed to explore how graphic novel is used in the foreign language classroom. The systematic review has shown that it is possible to use graphic novel as a tool for achieving the objectives of foreign language teaching and learning - the language aims (through vocabulary acquistition, reading skills development and creative writing) as well as the cognitive and formative aims (through the development of literacies, cultural and historical awareness, intercultural competence and citizienship). Moreover, graphic novel proved to be positive influence on motivation. The third chapter uses the...
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Books on the topic "Didactic literature, German"

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Weichselbaumer, Ruth. Der konstruierte Mann: Repräsentation, Aktion und Disziplinierung in der didaktischen Literatur des Mittelalters. Münster: Lit, 2003.

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Der Literarisierungsprozess der Volksaufklärung des späten 18. und frühen 19. Jahrhunderts: Dargestellt anhand der Volksschriften von Schlosser, Rochow, Becker, Salzmann und Hebel : mit einer aktualisierten Bibliographie der Volksaufklärungsschriften. Frankfurt am Main: P. Lang, 1996.

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Takahashi, Yumiko. Die Komik der Schimpf-Exempel von Johannes Pauli: Eine textpragmatische Analyse frühneuhochdeutscher Predigterzählungen. Freiburg: Hochschul Verlag, 1994.

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Yao, Shao-Ji. Der Exempelgebrauch in der Sangspruchdichtung vom späten 12. Jahrhundert bis zum Anfang des 14. Jahrhunderts. Würzburg: Königshausen & Neumann, 2006.

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Zum Verhältnis von exemplarischer Erzählung und Exempel an drei Beispielen aus der deutschen Literatur des Mittelalters. Leipzig: Verlag der Sächsischen Akademie der Wissenschaften zu Leipzig, 2006.

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Social imagery in Middle Low German: Didactical literature and metaphorical representation (1470-1517). Leiden: Brill, 2013.

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7

Maar, Elke. Bildung durch Unterhaltung : die Entdeckung des Infotainment in der Aufklärung: Hallenser und Wiener Moralische Wochenschriften in der Blütezeit des Moraljournalismus, 1748-1782. Pfaffenweiler: Centaurus-Verlagsgesellschaft, 1995.

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Erbauliche illustrierte Flugblätter aus den Jahren 1570-1670. Frankfurt am Main: P. Lang, 1986.

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Der Tod als Text und Signum: Der literarische Todesdiskurs in geistlich-didaktischen Texten des Mittelalters. Bern: P. Lang, 1999.

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Wesen und Rolle der Frau in der moralisch-didaktischen Literatur des 16. und 17. Jahrhunderts im Heiligen Römischen Reich deutscher Nation. Frankfurt am Main: P. Lang, 1991.

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Book chapters on the topic "Didactic literature, German"

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"THEOLOGICAL-DIDACTIC POETRY Natural Science." In Medieval German Literature, 94–109. Routledge, 2002. http://dx.doi.org/10.4324/9780203906606-7.

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"Didactic Realism: Aras Ören and Working-Class Culture." In Brecht, Turkish Theater, and Turkish-German Literature, 39–76. Boydell and Brewer Limited, 2018. http://dx.doi.org/10.1017/9781787441965.003.

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Hunnekuhl, Philipp. "Introduction." In Henry Crabb Robinson, 1–18. Liverpool University Press, 2020. http://dx.doi.org/10.3828/liverpool/9781789621785.003.0001.

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The introduction elaborates the key claim of the book, namely that Robinson was the most pioneering comparative critic in England during the early Romantic period. He developed a revolutionary theory of literature’s cross-cultural ethical relevance from his unrivalled understanding of Kantian and post-Kantian thought, the Anglo-French philosophical tradition, as well as his broad reading across English, German, and French literature, primarily. Robinson’s prescient 1802 critique of Wordsworth and Coleridge’s Lyrical Ballads as generating non-didactic moral discourse emerges as the exemplary manifestation of his critical approach, according to which a poet’s aspiration to artistic disinterestedness, though never to be fulfilled entirely, may function as a catalyst for moral disinterestedness. The introduction further places this claim in its historical and present-day contexts – from Hazlitt, Schiller, and the Schlegels’ critical schools to Walter Benjamin’s dissertation on German Romantic criticism to the present ‘ethical turn’ in literary studies – before parcelling it out by means of chapter synopses. It also clarifies the terminology that Robinson applied, for instance ‘literator’ for his career choice of cross-cultural literary critic and disseminator – or comparatist, in today’s terms.
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"Chapter Five. The Winsbeckin – Female Discourse or Male Projection? New Questions to a Middle High German Gendered Didactic Text in Comparison with Christine de Pizan. What do we make out of a female voice within a male dominated textual genre?" In The Power of a Woman's Voice in Medieval and Early Modern Literatures, 159–86. De Gruyter, 2007. http://dx.doi.org/10.1515/9783110897777.159.

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Conference papers on the topic "Didactic literature, German"

1

Gimenez Calpe, Ana. "The Lecture-Performance: Implementing Performative Pedagogy in Literature Class." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11186.

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In recent years the performative has gained importance within the pedagogical field and has opened new perspectives in educational research. Experience has shown that the integration of performative elements in the learning process allow teachers to involve learners emotionally and cognitively. The present paper deals with a learning experience performed with students in the course “German Literature (2nd language)” at the University of Valencia. From the perspective of Performative Pedagogy, students are asked to carry out a research project and then transfer the acquired knowledge to the theatrical format that must be didactic: a Lecture-Performance. This activity highlights the benefits of students’ autonomous and cooperative learning, as well as the development of students’ performative competence, with which they achieved deeper levels of understanding and improved their retention of what was studied. The teacher evaluation and a questionnaire carried out by the students at the end of the activity confirm the achievement of the initial objectives.
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