The aim of this thesis is to analyse Prague's Testaments from 1795 to 1815. The wills,which are in the period 1795-1815, represent a unique source of knowledge not only for linguists but also for modern historians who are interested of everyday life around the turn of the century.The first part describes the everyday history of Prague at the turn of the 18th and 19th Century in terms treated in the wills. In the following chapter, the type of Text is presented and described in more details.The researcher uses the relevant information from Pavel Trost's and Libuše Spáčilová's studies.In the next chapter, the source corpus and the criteria for selection are outlined.Next,the contents of the individual texts are combined to determine the processing linguistic material. The copies of the originals are added in appendices. The text was transliterated consistently. The work focuses on the following section, where the actual structural analysis of the texts are carried out. The researcher concentrates on some important features that are performed in the fifth part of the work (Chapter 5) and in the analysis of the wills. The Testament is segmented and the individual elements are further defined and classified. From the following analysis, one could prove a quasi-form, the specific structural elements whose...

Neste estudo, analisamos ocorrências de Dissensão em discussões entre falantes alemães com referência à sua expressão lingüística e aos procedimentos utilizados para manter o bom andamento de uma interação, os quais denominamos Trabalho da Face. Um elenco de Estratégias de Trabalho da Face foi definido com base nas quatro super-estratégias propostas por BROWN & LEVINSON, a saber: expressão direta sem compensação, compensação baseada na polidez positiva, compensação baseada na polidez negativa e expressão off record. A Dissensão foi definida como uma atitude proposicional de desacordo por parte do falante, referente a conteúdos ou atitudes imputados por ele ao seu interlocutor. A partir de seu escopo, definimos quatro categorias de Dissensão, sendo que tais categorias provaram-se influentes quanto à seleção das Estratégias de Trabalho da Face utilizadas para sua expressão. Em geral, a super-estratégia menos utilizada é a expressão direta sem compensação, seguida do uso de estratégias off record, observando-se ainda um notável equilíbrio no uso de estratégias de Compensação Positiva e Negativa. Quanto à expressão lingüística da Dissensão, concluiu-se que não há meios lingüísticos exclusivos para esse fim, porém, a grande maioria das ocorrências no corpus apresenta elementos lexicais semanticamente negativos. / This study analyses tokens of Dissension in samples of discussions among German speakers regarding its linguistic expression and the procedures used to maintain the due course of an interaction, which GOFFMAN denominated face-work. A set of face-work strategies was defined based upon the four super strategies of face-work proposed by BROWN & LEVINSON: on record, positive redress, negative redress and off record. Dissension was defined as a propositional attitude of a speaker referring to topics or attitudes imputed by him to his partner in conversation. According to its scope, Dissension was classified in four categories, which proved themselves influent upon the choice of the face-work strategies used to express them. In general, the least represented strategy is the Dissension bold on record, followed by strategies off record. A remarkable balance between positive and negative redress must be noted as well. As to the linguistic expression of Dissension, it has been concluded that there are no specific linguistic means to that, although the great majority of the occurrences in the corpus displays semantically negative lexical elements.

Orientador: Cibele Cecílio de Faria Rozenfeld / Banca: Rosa Yokota / Banca: Nelson Viana / Resumo: O sucesso ou fracasso dos processos de ensino e aprendizagem de uma língua estrangeira depende de vários fatores, sendo um deles, a motivação do aluno em relação ao objeto de estudo. A motivação é citada como um dos aspectos que impactam fortemente no êxito ou no fracasso da aprendizagem do aluno. Desse modo, professores desempenham um papel fundamental no ensino, na medida em que devem buscar estratégias para motivar seus alunos, aprimorando sua metodologia e valendo-se de meios adequados para a promoção e/ou manutenção da motivação. A presente pesquisa, de natureza qualitativa, foi desenvolvida com alunos do currículo brasileiro do Ensino Fundamental I, de uma escola particular alemã no interior do estado de São Paulo, com o objetivo de verificar se/como ocorre o aumento da disposição motivacional dos alunos em relação à língua alemã. Buscou-se a intensificação dessa variável por meio de práticas de multiletramentos e estratégias de promoção de motivação nas atividades propostas nas aulas de língua alemã. Para isso, nos apoiaremos prioritariamente nos conceitos de motivação de Zoltán Dornyei (2014, 2016) e na pedagogia de multiletramentos descrita por Rojo (2012, 2013). Os resultados evidenciam a relevância do uso de estratégias e o uso dos multiletramentos. Na ampliação da motivação dos alunos, uma vez que o projeto despertou o interesse dos mesmos em continuar aprendendo a língua alemã e auxiliou a professora a agir de forma a possibilitar a promoção da motivação. / Abstract: The success or failure of a foreign language teaching and learning process depends on several factors, and one of them is the student's motivation concerning the object of study. The motivation is cited as one of the aspects that drives the impact in the student's learning process success or failure. Evidently, teachers play a major role in teaching, as they must look for strategies to motivate their students, improving their methodology and using adequate ways to promote and/or maintain the motivation. The present research, of qualitative nature, was developed with students of the Elementary School I of Brazilian curriculum, at a German private school in a city of the State of São Paulo, in order to verify if or how student's motivational disposition increase occurs with regard to German language. This variable was sought through multiliteracies practices and motivation promotion strategies in the activities proposed in the German language classes. For this purpose, the research will be based on the concept of motivation by Zoltán Dornyei (2014, 2016) and Rojo's (2012, 2013) multiliteracies pedagogy. The outcomes demonstrated the relevancy of the use of strategies and the use of multiliteracies in the student's motivation increase, since the project has awakened their interest in continuing to learn the German language and helped the teacher to act in a way to be able to promote motivation. / Mestre

Neste estudo, analisamos ocorrências de Dissensão em discussões entre falantes alemães com referência à sua expressão lingüística e aos procedimentos utilizados para manter o bom andamento de uma interação, os quais denominamos Trabalho da Face. Um elenco de Estratégias de Trabalho da Face foi definido com base nas quatro super-estratégias propostas por BROWN & LEVINSON, a saber: expressão direta sem compensação, compensação baseada na polidez positiva, compensação baseada na polidez negativa e expressão off record. A Dissensão foi definida como uma atitude proposicional de desacordo por parte do falante, referente a conteúdos ou atitudes imputados por ele ao seu interlocutor. A partir de seu escopo, definimos quatro categorias de Dissensão, sendo que tais categorias provaram-se influentes quanto à seleção das Estratégias de Trabalho da Face utilizadas para sua expressão. Em geral, a super-estratégia menos utilizada é a expressão direta sem compensação, seguida do uso de estratégias off record, observando-se ainda um notável equilíbrio no uso de estratégias de Compensação Positiva e Negativa. Quanto à expressão lingüística da Dissensão, concluiu-se que não há meios lingüísticos exclusivos para esse fim, porém, a grande maioria das ocorrências no corpus apresenta elementos lexicais semanticamente negativos. / This study analyses tokens of Dissension in samples of discussions among German speakers regarding its linguistic expression and the procedures used to maintain the due course of an interaction, which GOFFMAN denominated face-work. A set of face-work strategies was defined based upon the four super strategies of face-work proposed by BROWN & LEVINSON: on record, positive redress, negative redress and off record. Dissension was defined as a propositional attitude of a speaker referring to topics or attitudes imputed by him to his partner in conversation. According to its scope, Dissension was classified in four categories, which proved themselves influent upon the choice of the face-work strategies used to express them. In general, the least represented strategy is the Dissension bold on record, followed by strategies off record. A remarkable balance between positive and negative redress must be noted as well. As to the linguistic expression of Dissension, it has been concluded that there are no specific linguistic means to that, although the great majority of the occurrences in the corpus displays semantically negative lexical elements.

Carl Zuckmayer drafted his drama, Der Hauptmann von Kiipenick, as an intended contribution to the Heidelberger Festspiele in late 1930. He chose Wilhelm Voigt' s 1906 seizure of the Rathaus in Kopenick as the theme best suited for the realization of his twofold intention - the combination of an Eulenspiegel figure and criticism of contemporary events. The following thesis analyzes the relationship between theatrical and historic event through an examination of the composition of the Hauptmann von Kopenick's generic elements. Through an evaluation of Zuckmayer's drama in terms of form, technical composition, and socio-political environment, this study intends to arrive at a complete understanding of the thematic construction of the play' s central dramatic conflict. The central conflict of the Hauptmann von Kopenick is analyzed in terms of its relation to history and society. This study evaluates the Hauptmann von Kopenick in terms of structure and genre. It presents the composition of the drama's plot as fully symmetrical. then considers the way in which the varying composition of each act brings that symmetry about. This study examines the significance of the play's structural numerical relationships and their connection to fairy tale. An examination of the drama's fairy tale elements and their impact on the drama's central conflict follows. The Volksstiick acts as the ideal genre for a consolidated attack against National Socialism. The genres of Expressionism and Neue Sachlichkeir bring Voigt's subjective struggle for identity against the objective powers of military bureaucracy to full contrast. The dramatic conflict of the Hauptmann von KiJpenick is examined next in terms of its relevance to contemporary events, an aspect that brings Zuckmayer's drama into consideration as Zeitstiick. The analysis of the Hauptmann von KiJpenick concludes that Zuckmayer, by drawing upon the widest possible range of elements, formulated his dramatic conflict into an objective attack against subjective conceptions of struggle supported by the NSDAP.

The interpretation of Ottilie in Goethe's Wahlverwandtschaften stems from an understanding of romantic motifs, which find their most systematic expression in her childlike character. Ottilie embodies the romantic idealization of childhood as a means of withdrawal from the enlightened world, echoing the Romantics' rejection of the disenchanted Age of Enlightenment. Through her portrayal of innocent childlikeness, her adolescent conflict with the rational world, and her final rejection of enlightenment, Ottilie maintains her childlike purity, expressing the romantic ideal of childhood. Ottilie's childlike emotional disposition puts her in conflict with the enlightened world of adults and academia. In an attempt to maintain her childlike innocence, she separates herself from the present world and establishes ties to the medieval past through monastic duties and catholic sympathies. However, Ottilie's attempt to remain separate is futile due to her enlightened surroundings. Her journey toward self-awareness begins as a result of her love for Eduard, whose sexual thoughts of Ottilie launch her into a state of adolescence, against which she unconsciously struggles. Continual contact with the enlightened world weakens Ottilie's efforts to maintain ties to her childlike state. In her weakened condition she is unable to resist Eduard's continual amorous pursuits and openly displays her affection for him with a kiss. Her inner turmoil, resulting from her deliberate indiscretion causes the accidental drowning of Charlotte's and Eduard's baby Otto, which illuminates the iniquitous nature of her love for Eduard. She makes the decision to reject full enlightenment and transcends her human frailty by becoming saint-like. Through renunciation, which results in her sacrificial death, she spurns enlightenment and returns to a state of everlasting purity. As the portrayal of the romantic ideal of a maintained childhood innocence, Ottilie seems to be a vehicle to express either Goethe's commendation of condemnation of Romanticism. For the romantic, Ottilie's life and death are a triumph, for she succeeds in passing from this world, having proceeded from innocent child to saint into everlasting life. For the non-romantic, Ottilie's death is a tragedy, for she never reaches true enlightenment and never develops to her full potential.

This thesis examines the content and reception of Ibsen's Peer Gynt. Chapter I begins with a summary of Ibsen's life and influences, placing Ibsen and his plays into a historical context. Chapter II is a detailed explication of .Peer Gynt, which illustrates the correlation between Ibsen's biography and Peer's life, the extensive use of Nordic folklore and the philosophy of Kierkegaard, Goethe, and Hegel. These issues and ideas are examined in order to create a theory of Ibsen's intended message to the public. In chapter III the immediate reception of Peer Gynt in Scandinavia is discussed, as well as the extended reception of Peer Gynt in Germany. This demonstrates the difference in the critics' reception, in relation to their time period, culture, and translation. The nationalistic German Dietrich Eckart is an extreme example of how a trusted translator of Peer Gynt produced a falsified translation of the dramatic poem, which he used to promote an ideal specific to his time period and culture, thus illustrating how a falsified translation can affect the interpretation and criticism of a text. The thesis concludes by demonstrating how important translation is as a factor in the critical reception of a text.

Most of Rainer Maria Rilke’s works leave a deep musical impression on the reader’s mind. This impression stems first of all from the beauty of the tone and the rhythm of Rilke’s poetical language and from the occurrence of many words that can be associated with music. In addition to this, his creative work was influenced considerably by his own experiences with a variety of musical sounds and by the many thoughts in which he tried to deal with the deeper meaning and function of music. This thesis attempts to analyze Rilke’s relationship to music within the framework of his artistic development. I will try to show that Rilke, in spite of his skepticism about his own musical abilities, must have had at least an average talent for this art. Undoubtedly, he would therefore have been able to learn how to sing or to play a musical instrument, had he not been discouraged from doing so at too early an age and had his talents not been channeled so early into writing poetry.

Hermann Hesse's reflection on youth is one of his most popular themes. In his novel Unterm Rad (1906), Hesse explores youth and their search for identity. The author not only accuses the German educational system of at the turn of the century, but also the teachers and parents, of standing in the children's way in developing an individualized personality. According to Hesse, this development, however painful, is the primary responsibility of the adolescent. Hermann Hesse feels strongly about becoming a personality, namely the privilege to feel, act, and think independently of the masses. Every individual has an obligation to follow his inner voice and to develop his own identity. The first part of this thesis concentrates on the novel Unterm Rad and consists of a summary, thematic discussion, the novel's presentation and its original and succeeding receptions. It then discusses the definition and theory of "identity" in regard to young people. By focusing on the two protagonists Giebenrath and Heilner, their goals and the reality of their lives, their struggle on their way to adulthood becomes apparent. Finally this thesis explores Hesse's own childhood and youth and examines the autobiographical elements in the literary figures of this novel.

Der 35. Mai, Erich Kastner's least popular young people's book, has received only little attention by critical reviewers, and is seldom included in comparative studies that deal with the body of his early young people's literature. Due to the existence of only a few critical secondary sources and convincing studies showing the works unpopularity, this thesis wants to add new critical insights and give reasons for the failure of this particular book. Secondly, this examination will question the rather uncritically and quickly affixed label young people's literature that haunts Der 35. Mai until today. This study reviews Kastner's biographic background until Der 35. Mai publishing date, summarizes its content, examines important social issues of the Weimar Republic, establishes national and international intertextuality highlighting Kastner' s intent and sources, and finally speculates on the author's intentions and hopes for the book. This work wants to rediscover Der 35. Mai as valuable social criticism that fell victim to its historical circumstances. Many textual examples will show that the social issues addressed require a mature, adult audience, and rather than calling this work an artistic failure, this analysis attributes Kastner' s mixing of social criticism and fantastic story line to his avant garde insights and pioneering intents for the German young people's literature genre. A combination of Kastner' s biography, close reading, and intertextual analysis reveals that Erich Kastner wrote a mixed-genre book, combining social criticism and fanciful narrative in a Neue Sachlichkeit language. Der 35. Mai is understood as the author's pedagogical intent to have parent and child interact and resolve intergenerational conflicts through enlightened discussions. By using the young people's literature genre as a vehicle, Kastner possibly tried to circumvent later censoring. Kastner' s proposed dialogue for conflict resolution came, nevertheless, too late in 1932 and could not fully spread its enlightening message. Der 35. Mai had missed its historical moment and has since been forgotten as a sincere and clever attempt to help change the course of history.