Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2007. / This thesis presents the planning and development of a multimedia application appropriate for Computer-Assisted Language Learning (CALL) in a self-access environment for German Second Additional Language Grade 10. It entails learning through listening and viewing comprehension and other tasks for CALL. The application is based on a communicative language teaching and learning framework as well as deriving its theoretical principles from Cognitive and Constructivist Learning Theories. It is set against a background of research into the complexities of listening and viewing, individual learner differences and learning styles, characteristics of self-directed and autonomous learning and user-friendly instructional software design.

Abstract not available

Not available / text

Not available / text

Not available / text

The topic of this Master's thesis is "Intercultural 'Landeskunde' in the field of German as a foreign language at Canadian unversities: a documentation of a case study in the Department of German Studies at McGill University, Montreal, Quebec, Canada". In the introduction "Landeskunde" itself will be defined as well as its role in the teaching of a language. The three main approaches to "Landeskunde" will be studied, by which more emphasis will be laid on the intercultural approach, which will then be elucidated through a practical example. In chapters two, three and four the background information leading up to the development and implementation of the new "Landeskunde" course will be explained. In the main chapter of the thesis, chapter five, the structure of the course will be presented and analysed in detail. This chapter will be completed by a documentation of the course materials used, quotes from the students' logbooks as well as a summary of the main ideas and suggestions for improvement. The sixth chapter is a general assessment of the course, demonstrating how it could be used as a model for intercultural learning in Canadian universities and as such offer suggestions for alternative methods in the teaching of German as a foreign language.

M.A. (German) / Please refer to full text to view abstract

No description available.

No description available.

Thesis (MA)--Stellenbosch University, 2015 / ENGLISH ABSTRACT : The use of technology in teaching is often seen as a deus ex machina. Teachers and parents are quick to identify that the best way to improve teaching is the implementation of technology, by means of a Blended Learning approach. However, little thought is given to the practical considerations of this statement. Reflection on whether the Blended Learning approach can be implemented in the already established teaching practice or whether this necessitates a complete change in teaching methods rarely happens. This study aims to determine whether the incorporation of certain aspects of Blended Learning into an already existing teaching methodology results in a significant change in learners’ German performance. Grade 8 beginner German learners took part in this study during the third term of 2014. Two groups were identified: an experimental group and a control group. The experimental group did all homework assignments on the available online learning platform, Moodle, while the control group did homework assignments in the conventional way – on paper. At the end of the third term, learners’ examination results were compared to the results of the examination of the second term. The changes in the results of the two groups were compared to determine whether one group manifested a significantly greater change in results than the other. The outcome of the study is that incorporating only elements of a Blended Learning approach into an already existing teaching system, while keeping the methods of instruction constant and only changing the medium of homework delivery, does not have a significant influence on learners’ performance in German. / AFRIKAANSE OPSOMMING : Geen Afrikaanse opsomming beskikbaar nie. / rs201508