The varying presentations of the rules for nicht and kein found in intermediate grammar books for students in North America and DaF-learners in Germany highlight the difficulty in finding sources that are both reliable and consistent as well as easily applicable. This thesis seeks to compare the explanations found in A.E. Hammer’s German Grammar and Usage (revised by Martin Durrell), Helbig/Buscha’s Deutsche Grammatik, and Hall/Scheiner’s Übungsgrammatik, comparing all three to the basis of their information, Duden: die Grammatik. In order to assess how and where these sources converge and diverge, the analysis compares the intended use of each book, followed by the underlying concepts and terms, and then finally the rules for negation. The final two chapters attempt to answer two important questions that arise from comparing these sources. First, do beginner level textbooks prepare students with sufficient declarative grammar knowledge to understand and apply negation rules successfully? An analysis of Kontakte’s approach to teaching grammar, most specifically how to use nicht and kein, seeks to answer the first question. Secondly, could authors use a different approach for explaining this difficult grammar topic? Professor Hardarik Blühdorn’s approach, as presented in his course Negation: Syntax, Prosodie und Semantik at the Universität Mannheim during the Fall semester of 2007, serves as an example of new research. His different approach might help non-native speakers of German learn how to use nicht and kein correctly. The analysis reaches three main conclusions. First of all, the rules differ primarily in the amount of detail used, as well as in the inconsistent use of common terminology across the sources. Secondly, beginner’s level textbooks do not provide students with sufficient information about general grammar or negation to help them transition to using explanations found in intermediate grammar books. In order to understand the rules of nicht and kein, these students must first work through the background material methodically. Finally, intermediate learners could not rely on Professor Blühdorn’s approach, as it focuses on the scope of nicht, not on the correct placement of nicht in order to negate an entire sentence. Appendix B provides a chart comparing the rules found in each source.

This dissertation explores learner beliefs about pronunciation and their interaction with identity negotiations in a study-abroad context. Current research on studying abroad has experienced a wave of interest in learner-centered questions, gradually moving away from the narrow focus on students’ linguistic development. In particular, the effects of study abroad on learner identities have attracted attention, revealing the impact of the dispositions of individuals, as well as of interlocutors, on the language learning process. The realm of speaking, especially with regard to pronunciation research, however, has hardly benefited from this interest in the individual perspectives of sojourners. Existing studies merely measure the extent to which learners appropriate native-like accents, resulting in partly inconsistent findings with limited insight into individual learning processes and factors. I thus adopt a different focus by qualitatively investigating the interplay between sojourners’ beliefs about pronunciation and their identity constructions and negotiations. My research is based on five case studies of Canadian learners of German. Each research subject has attended a German university for one or two semesters. In applying narrative inquiry as a research tool for both the within- and cross-case analyses, I investigate participants’ accounts in interviews and e-journals, as conducted at different stages throughout the first sojourn term. Poststructuralist-constructivist conceptualizations of learner identities and beliefs guide the data analysis and interpretation. The results of the holistic and categorical content analyses give insight into the intricate relationship between beliefs about pronunciation and learners’ identity work. In their narratives, learners appear to actively use pronunciation as a tool to construct identity facets in correspondence to specific communities of practice, giving meaning to their investment in the sojourn experience. This process of mediating between different identity constructions appears to be highly complex and partially conflict-laden. The participants’ beliefs and reported learning behaviours are interconnected with their definitions of learning goals, which draw on native-speaker ideals to different extents and with varying results. These orientations are in turn related to the subjects’ degrees of critical language awareness, the latter a factor that appears to play a vital role in shaping the ability of learners to take advantage of learning opportunities. In assessing participants’ learning objectives and their readiness to reflect upon their beliefs and orientations, my study also sheds light on the influence of different learning factor constellations on intercultural learning. The results indicate that unidirectional cause-and-effect relationships cannot be drawn between learners’ beliefs about pronunciation and their abilities to approach their roles as intercultural speakers in sojourn environments. My study rather underlines the importance of illuminating individual learning experiences in their idiosyncrasies and complexities, which may lead to a stronger consideration of learners’ subjective stances in both research and teaching practice. The findings of my study suggest that the primary way that language pedagogy can thus foster the ability to engage in intercultural encounters is by helping learners to become aware of their subjective stances, their self-constructions, and the influence of those on the learning process. Therefore, developing the ability and willingness to critically reflect is crucial, especially with regard to pronunciation. In illuminating the intricate nature of learner beliefs and their influence on the learning process, my study demonstrates the importance of qualitative, emic research into the acquisition of L2 pronunciation.

The varying presentations of the rules for <em> nicht</em> and <em>kein</em> found in intermediate grammar books for students in North America and DaF-learners in Germany highlight the difficulty in finding sources that are both reliable and consistent as well as easily applicable. This thesis seeks to compare the explanations found in A.E. Hammer’s <em>German Grammar and Usage</em> (revised by Martin Durrell), Helbig/Buscha’s <em>Deutsche Grammatik</em>, and Hall/Scheiner’s <em>Übungsgrammatik</em>, comparing all three to the basis of their information, <em>Duden: die Grammatik</em>. In order to assess how and where these sources converge and diverge, the analysis compares the intended use of each book, followed by the underlying concepts and terms, and then finally the rules for negation. The final two chapters attempt to answer two important questions that arise from comparing these sources. First, do beginner level textbooks prepare students with sufficient declarative grammar knowledge to understand and apply negation rules successfully? An analysis of <em>Kontakte’s</em> approach to teaching grammar, most specifically how to use <em>nicht</em> and <em>kein</em>, seeks to answer the first question. Secondly, could authors use a different approach for explaining this difficult grammar topic? Professor Hardarik Blühdorn’s approach, as presented in his course <em>Negation: Syntax, Prosodie und Semantik</em> at the Universität Mannheim during the Fall semester of 2007, serves as an example of new research. His different approach might help non-native speakers of German learn how to use <em>nicht</em> and <em>kein</em> correctly. The analysis reaches three main conclusions. First of all, the rules differ primarily in the amount of detail used, as well as in the inconsistent use of common terminology across the sources. Secondly, beginner’s level textbooks do not provide students with sufficient information about general grammar or negation to help them transition to using explanations found in intermediate grammar books. In order to understand the rules of <em>nicht</em> and <em>kein</em>, these students must first work through the background material methodically. Finally, intermediate learners could not rely on Professor Blühdorn’s approach, as it focuses on the scope of <em>nicht</em>, not on the correct placement of <em>nicht</em> in order to negate an entire sentence. Appendix B provides a chart comparing the rules found in each source.

This dissertation explores learner beliefs about pronunciation and their interaction with identity negotiations in a study-abroad context. Current research on studying abroad has experienced a wave of interest in learner-centered questions, gradually moving away from the narrow focus on students’ linguistic development. In particular, the effects of study abroad on learner identities have attracted attention, revealing the impact of the dispositions of individuals, as well as of interlocutors, on the language learning process. The realm of speaking, especially with regard to pronunciation research, however, has hardly benefited from this interest in the individual perspectives of sojourners. Existing studies merely measure the extent to which learners appropriate native-like accents, resulting in partly inconsistent findings with limited insight into individual learning processes and factors. I thus adopt a different focus by qualitatively investigating the interplay between sojourners’ beliefs about pronunciation and their identity constructions and negotiations. My research is based on five case studies of Canadian learners of German. Each research subject has attended a German university for one or two semesters. In applying narrative inquiry as a research tool for both the within- and cross-case analyses, I investigate participants’ accounts in interviews and e-journals, as conducted at different stages throughout the first sojourn term. Poststructuralist-constructivist conceptualizations of learner identities and beliefs guide the data analysis and interpretation. The results of the holistic and categorical content analyses give insight into the intricate relationship between beliefs about pronunciation and learners’ identity work. In their narratives, learners appear to actively use pronunciation as a tool to construct identity facets in correspondence to specific communities of practice, giving meaning to their investment in the sojourn experience. This process of mediating between different identity constructions appears to be highly complex and partially conflict-laden. The participants’ beliefs and reported learning behaviours are interconnected with their definitions of learning goals, which draw on native-speaker ideals to different extents and with varying results. These orientations are in turn related to the subjects’ degrees of critical language awareness, the latter a factor that appears to play a vital role in shaping the ability of learners to take advantage of learning opportunities. In assessing participants’ learning objectives and their readiness to reflect upon their beliefs and orientations, my study also sheds light on the influence of different learning factor constellations on intercultural learning. The results indicate that unidirectional cause-and-effect relationships cannot be drawn between learners’ beliefs about pronunciation and their abilities to approach their roles as intercultural speakers in sojourn environments. My study rather underlines the importance of illuminating individual learning experiences in their idiosyncrasies and complexities, which may lead to a stronger consideration of learners’ subjective stances in both research and teaching practice. The findings of my study suggest that the primary way that language pedagogy can thus foster the ability to engage in intercultural encounters is by helping learners to become aware of their subjective stances, their self-constructions, and the influence of those on the learning process. Therefore, developing the ability and willingness to critically reflect is crucial, especially with regard to pronunciation. In illuminating the intricate nature of learner beliefs and their influence on the learning process, my study demonstrates the importance of qualitative, emic research into the acquisition of L2 pronunciation.

O objetivo deste trabalho é analisar a aquisição do acento primário do alemão por falantes do Português Brasileiro (PB). Essa análise baseia-se, no campo da aquisição, no modelo gerativista dos Princípios e Parâmetros (Chomsky 1981), bem como na fonologia lexical (Kiparsky 1982, Mohanan 1982, 1985) e na fonologia prosódica (Nespor e Vogel [2007] (1986), Vogel (2009)) como teorias fonológicas. O arcabouço teórico para a análise do acento primário na língua alemã é fornecido pela teoria de acento de Wiese (1995), que preconiza a existência de regras de acento primário em compostos (AB) e não-compostos, como também padrões marcados com atribuição de acento definido lexicalmente (palavras proparoxítonas e oxítonas, compostos do tipo ABC). Além das regras propostas por Wiese (1995), postulo uma regra para a acentuação de compostos do tipo marcado ABC. Para o PB assumo a teoria de acento de Lee (1995,1997). A comparação da atribuição do acento primário em ambas as línguas permitiu-me estabelecer, com base na teoria paramétrica de Hayes (1995), semelhanças e diferenças paramétricas para o acento primário, as quais serviram de base para a tese defendida neste trabalho. Além disso, acrescento um princípio com valores paramétricos não-binários: o Domínio de aplicação da Restrição da Janela de Três Sílabas, cuja reparametrização apresenta-se como indispensável para a aquisição de regras de acentuação primária do alemão por falantes de PB como L2. Enquanto no PB essa restrição é válida para qualquer palavra fonológica (), em alemão, apenas as palavras não-compostas submetem-se a tal restrição. Ademais, propõem-se aqui 9 níveis hierárquicos, os quais constituem uma sequência para a aquisição das regras de atribuição do acento primário no contexto aqui estudado. Um estudo de caso, baseado no modelo pseudo-longitudinal, fornece subsídios para a presente pesquisa. Seis informantes com níveis de proficiência A2, B2 e C2 (segundo a classificação do Quadro Comum Europeu de Referência para Línguas) foram submetidos a um teste de leitura de cinquenta palavras selecionadas de acordo com seu padrão acentual e a posição da sílaba que contém o acento primário. Resultados apontam para um papel importante da L1 na constituição da interlíngua e para o fato de que a refixação de parâmetros, ainda que primordial na aquisição, não é o único fator operante nesse processo. A análise dos dados sinaliza, ainda, que estágios de aquisição do acento primário do alemão por falantes de PB não refletem necessariamente o nível de proficiência de cada indivíduo na língua-alvo. / This study aims at analysing the acquisition of primary stress in German by speakers of Brazilian Portuguese (BP). In terms of acquisition, this analysis is based on the generative model from Principles and Parameters (Chomsky 1981), as well as on the Lexical Phonology (Kiparsky 1982, Monahan 1982, 1985) and Prosodic Phonology (Nespor and Vogel [2007] (1986), Vogel (2009)) as phonological theories. The theoretical framework for the analysis of the primary stress in German is given by Wieses (1995) stress theory which states the existence of primary stress rules in compounds (AB) and non-compounds, as well as marked patterns with stress being lexically defined (words stressed in the third and last syllables, ABC compounds). In addition to the rules proposed by Wiese (1995), I have determined one for the stress of compounds marked as ABC). For BP, I have used the theory of accent by Lee (1995, 1997). The comparison between the attributions of primary stress in both languages has allowed me to establish, according to Hayes (1995) parametric theory, parametric similarities and differences for primary stress, which serve as basis for the thesis I defend in this study. Furthermore, I propose the addition of one principle with non-binary parametric values: the Domain of the Application of the Three-Syllable-Window Restriction, whose reparametrization is essential for speakers of BP acquiring the rules of primary stress of German as L2. Whereas in BP this restriction is valid for any phonological word, in German only the non-compound words are subject to such restriction. Moreover, 9 hierarchical levels are proposed here and they establish a sequence for the acquisition of the primary stress acquisition attribution rules. A case study, based on the pseudo-longitudinal model, provides this research with invaluable aids. Six informants with levels of proficiency A2, B2 and C2 (according to the Common European Framework for Languages) were submitted to a test in which they read fifty words, selected according to their stress patterns and position of the syllable containing the primary stress. Results show that L1 has an important role in the constitution of the interlanguage. They also state that the resetting of parameters is not the only operating factor in this process, even though it is essential in the acquisition. Data analysis indicates that the stages of primary stress acquisition of German by speakers of BP do not necessarily reflect the proficiency level of each individual in the target language.

Key words: didactics - German as a foreign language - communicative competence - free writing Abstract: The aim of the presented master's thesis is to point out the role of free writing in German as a foreign language. The thesis is divided into two parts: theoretical and practical. The theoretical part summarizes elemental knowledge of writing skills, its classification and evaluation. Special attention is given to the concept of free writing. The practical part compares theoretical knowledge with realized research. The research analyses the attitude of the target group to free writing and its correction.

Nicht zuletzt aufgrund der hohen Zahl an Flüchtlingen in Deutschland erfährt auch das Lehren und Lernen von Deutsch als Fremdsprache einen Bedeutungsaufschwung. In dieser Ausgabe von Medienwelten werden zwei Studien vorgestellt, die auf ganz unterschiedliche Art und Weise die Frage nach einer medienpädagogischen Herangehensweise im Deutsch als Fremdsprache-Unterricht stellen.

Orientador: Carmen Zink Bolonhini / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-14T10:08:37Z (GMT). No. of bitstreams: 1 Uphoff_Dorthe_D.pdf: 3092661 bytes, checksum: e5c4d34de46c37059fcb17bd40cc3aef (MD5) Previous issue date: 2009 / Resumo: Esta tese focaliza a relação de poder entre o professor e o livro didático no ensino de alemão como língua estrangeira ("Deutsch als Fremdsprache", "DaF"). Partindo da observação de que os processos de ensino e aprendizagem do idioma costumam ser mediados, no Brasil, por livros didáticos de orientação pós-comunicativa, produzidos na Alemanha para o mercado global, procura-se identificar os motivos dessa prática, bem como seus efeitos para a posição discursiva do professor. Para operacionalizar a proposta, busca-se apoio teórico em ferramentas conceituais oriundas da analítica do poder de Foucault, em especial as noções de poder, resistência, saber e discurso. Com base em uma concepção de poder como um movimento que visa a estruturar o campo de ação do outro, o livro didático usual é descrito como um instrumento de poder que conduz o fazer pedagógico do professor de forma rigorosa e duradoura, ao preestabelecer e hierarquizar os objetos de ensino e determinar a linha metodológica. Uma análise dos discursos que circulam na área de "DaF", a respeito do livro didático, mostra que esse formato convencional do dispositivo é justificado por uma descrença no saber-fazer pedagógico do professor local, além de uma visão crítica das condições de trabalho que o mesmo enfrenta em seu ofício. Assim, o livro didático é visto como um dispositivo que garante a qualidade do ensino e que, por isso, não pode ser substituído por outros tipos de materiais, que possam proporcionar mais autonomia para o professor, no desenvolvimento de suas aulas. Verifica-se que é justamente essa a proposta de alguns discursos de resistência, também presentes na área de "Deutsch als Fremdsprache", que apostam no julgamento pedagógico do professor, na construção do percurso de ensino e aprendizagem trilhado em sala de aula. Uma comparação das posições discursivas do professor e do autor de livro didático, no ensino de alemão, porém, indica que apenas o autor é considerado um especialista, legitimado a elaborar o planejamento de um curso de língua, ao passo que o professor ocupa uma posição subordinada, devendo adaptar as orientações do autor de livro didático ao perfil concreto do alunado local. Sob o ângulo de uma concepção discursiva de autoria, argumenta-se que o professor não costuma ser percebido como autor de materiais, fazendo com que seu discurso didático-metodológico circule com menos força no atual cenário do ensino da língua. Conclui-se que o livro didático, mais que um mero apoio aos processos de ensino e aprendizagem de uma língua, também molda o saber-fazer pedagógico do professor, determinando a posição a partir da qual o mesmo pode se pronunciar sobre o planejamento do ensino. / Abstract: This thesis focuses on the power relation between the teacher and the coursebook in the field of German as a Foreign Language ("Deutsch als Fremdsprache"). Starting from the observation that the processes of teaching and learning German in Brazil are usually mediated by post-communicative coursebooks, produced in Germany for the worldwide market, the reasons for this practice as well as its effects on the discursive position of the teacher are analyzed herewith. In order to carry out this project, use is made of conceptual tools given by Foucault's Analytics of Power, such as power, resistance, knowledge and discourse. Based on a conception of power as a movement which intends to structure the action field of the other, the ordinary coursebook is described as an instrument of power which rigorously and constantly governs the teacher's pedagogical actions, by pre-establishing and organizing teaching contents and determining methodological procedures. Throughout the analysis of discourses regarding the coursebook, in the field of German as a Foreign Language, it can be seen that the conventional configuration of the coursebook is due to a lack of confidence in the pedagogical competence of the local teacher, as well as a critical view of his or her working conditions. Thus the coursebook is seen as a device which guarantees the teaching quality and which therefore should not be replaced by other kinds of materials that may offer more autonomy to the teacher, when planning his or her lessons. It is shown then that this autonomy is precisely the recommendation made by some discourses of resistance, which value the teacher's pedagogical judgment, in the construction of the teaching and learning route mapped out in the classroom. A comparison of the discursive positions of the teacher and the author of the coursebook indicates, however, that only the author is regarded as a specialist and therefore certified to work out the planning of a language course. The teacher, on the other hand, occupies a subordinate position, adapting the author's guidelines towards the concrete profile of the local students. Seen from the view of a discursive conception of authorship, it is argued that the teacher is not usually considered an author of teaching materials which implies that his or her pedagogical discourse is received with less impact in the current state of language teaching. It can be concluded that the coursebook, more than a mere support to the language teaching and learning processes, also shapes the teacher's pedagogical knowledge, determining the position from which he or she may speak about the planning of a language course. / Doutorado / Lingua Estrangeira / Doutor em Linguística Aplicada

The development of plurilingual competence has been increasingly seen as an important aspect of foreign language teaching. Since textbooks usually play a central role in language classrooms, they are supposed to contribute to the development of plurilingual teaching. This paper focuses on three textbooks for German as a foreign language used in the Swedish upper-secondary school with the purpose of finding out the extent to which they include components that encourage the pupils' development of both language awareness and language learning awareness in order to enhance the acquisition of German as a third language in accordance with the concept of plurilingualism didactics. The analysis of the results shows that the basic guidelines of the didactics of plurilingualism are taken into consideration only to a very limited extent in the Swedish textbooks.

Die vorliegende Arbeit gehört zu den Kulturstudien Deutsch als Fremdsprache (DaF), die auf eine kulturwissenschaftlich ausgerichtete Neukonzeption der traditionellen Landeskunde abzielen. Ihr vornehmlicher wissenschaftlicher Gegenstand sind die kulturellen Deutungsmuster, die als ein Fundus präsupponierter Wissensfragmente den Sinnzuschreibungsprozessen einer Kommunikationsgemeinschaft zugrunde liegen. Diese Arbeit stellt eine kulturwissenschaftliche Deutungsmusteranalyse vor, die auf eine methodisch kontrollierte Annäherung und exakte Beschreibung dieser textuell verankerten Muster fokussiert. Dazu wird eine begriffliche Ausdifferenzierung der theoretischen Fundierung des Deutungsmusterkonzeptes von C. Altmayer (2004) vorgenommen. Die Deutungsmusteranalyse wird anhand des exemplarischen Fallbeispiels \"Europa\" durchgeführt, das im deutschsprachigen Mediendiskurs zum EU-Beitritt der Türkei untersucht wurde. Das verwendete Materialkorpus besteht aus Texten (d.h. Artikel, Karikaturen, Bilder) zum EU-Beitritt der Türkei von 2002-2004 in den deutschen Printmedien ZEIT, STERN, FAZ, SPIEGEL und der BILD-Zeitung sowie dem ZEIT-Online-Leserforum „EU-Beitritt der Türkei“.