O objeto de estudo da presente dissertação é a utilização das histórias em quadrinhos na aula de língua estrangeira, exemplificada a partir da língua alemã. Sua utilização justifica-se por vários motivos: seu caráter motivador e globalizador, a identificação por parte dos aprendizes, sua popularidade e atualidade, a possibilidade de diferentes abordagens, sua capacidade de facilitar os processos de memorização de vocabulário por combinar texto e imagem e porque são autênticos veículos de informações específicas da cultura e do contexto em que se inserem. A didatização das histórias em quadrinhos exige o conhecimento de suas características fundamentais de sistema narrativo composto por dois códigos que interagem (o visual e o verbal) e de uma característica específica: o processo que ocorre na mente do leitor no espaço vazio entre dois quadrinhos, a conclusão. A dissertação apresenta uma introdução a esses conceitos, assim como um procedimento para seleção das histórias em quadrinhos baseado nesses conhecimentos, de forma a otimizar o trabalho do professor de língua estrangeira. O trabalho sugere também um elenco de atividades com histórias em quadrinhos que leva em consideração uma tipologia de exercícios para a aula comunicativa, além de apresentar exemplos de aplicação prática de tais atividades junto a aprendizes brasileiros adultos de alemão como língua estrangeira. / The object of study of this dissertation is the use of comic strips in the foreign language class, exemplified in German language. The use of comic strips is justified for different reasons: its motivating and globalizing aspect, its identification with the learners, its popularity and contemporaneity, the possibility of different language approaches, its ability to facilitate memorization processes of vocabulary by combining text and image, and, finally, because they are authentic media for specific information on the culture and context in which they are inserted. The use of comic strips in class demands knowledge of their fundamental characteristics as a narrative system made up of two codes which interact (both visual and verbal) as well as of a specific characteristic: the process that takes place in the readers mind in the empty space between two panels, the conclusion. The dissertation offers an introduction to these concepts, as well as a procedure for the selection of comic strips based on this knowledge, aiming to optimize the work of the foreign language teacher. Moreover, the work also suggests not only some activities with comics which consider a typology of exercises for the communicative class, but also some instances of practical use of such activities with Brazilian learners of German as a foreign language.

O objeto de estudo da presente dissertação é a utilização das histórias em quadrinhos na aula de língua estrangeira, exemplificada a partir da língua alemã. Sua utilização justifica-se por vários motivos: seu caráter motivador e globalizador, a identificação por parte dos aprendizes, sua popularidade e atualidade, a possibilidade de diferentes abordagens, sua capacidade de facilitar os processos de memorização de vocabulário por combinar texto e imagem e porque são autênticos veículos de informações específicas da cultura e do contexto em que se inserem. A didatização das histórias em quadrinhos exige o conhecimento de suas características fundamentais de sistema narrativo composto por dois códigos que interagem (o visual e o verbal) e de uma característica específica: o processo que ocorre na mente do leitor no espaço vazio entre dois quadrinhos, a conclusão. A dissertação apresenta uma introdução a esses conceitos, assim como um procedimento para seleção das histórias em quadrinhos baseado nesses conhecimentos, de forma a otimizar o trabalho do professor de língua estrangeira. O trabalho sugere também um elenco de atividades com histórias em quadrinhos que leva em consideração uma tipologia de exercícios para a aula comunicativa, além de apresentar exemplos de aplicação prática de tais atividades junto a aprendizes brasileiros adultos de alemão como língua estrangeira. / The object of study of this dissertation is the use of comic strips in the foreign language class, exemplified in German language. The use of comic strips is justified for different reasons: its motivating and globalizing aspect, its identification with the learners, its popularity and contemporaneity, the possibility of different language approaches, its ability to facilitate memorization processes of vocabulary by combining text and image, and, finally, because they are authentic media for specific information on the culture and context in which they are inserted. The use of comic strips in class demands knowledge of their fundamental characteristics as a narrative system made up of two codes which interact (both visual and verbal) as well as of a specific characteristic: the process that takes place in the readers mind in the empty space between two panels, the conclusion. The dissertation offers an introduction to these concepts, as well as a procedure for the selection of comic strips based on this knowledge, aiming to optimize the work of the foreign language teacher. Moreover, the work also suggests not only some activities with comics which consider a typology of exercises for the communicative class, but also some instances of practical use of such activities with Brazilian learners of German as a foreign language.

Der Sammelband beinhaltet 10 Beiträge zu den Themen „Sprachwandel“ und „Entwicklungstendenzen“ aus sprachdidaktischer Sicht. Es werden Anregungen gegeben zur Behandlung der Themen im Unterricht speziell in der Sekundarstufe II. Die Autoren sind Linguisten oder Didaktiker für das Fach Deutsch. Dem Band liegt ein weites Verständnis von Sprachwandel zugrunde. Behandelt werden Erscheinungen des Wandels aus den Bereichen Wortschatz, Orthografie, Grammatik, Text, Diskurs und Varietäten. Alle Beiträge enthalten kurze theoretische und begriffliche Hintergründe zum jeweiligen Thema und einen Materialteil mit im Unterricht nutzbaren Texten, Beispielen und Aufgaben. / The present volume is a collection of 10 papers dealing with the subject of language change in German from a language teaching perspective. The contributions come from linguists and experienced professionals involved in teacher education and offer a rich variety of stimulating ideas and practical suggestions for the language classroom. The underlying concept of language change is a broad one, ranging from lexis, grammar and orthography to text, discourse and varieties. All contributions give a brief overview of the theoretical background followed by sections containing teaching materials for classroom use (i.e. texts, examples, exercises).

MASTER THESIS TITLE: Didactic principles of John Amos Comenius and their application in today's teaching of German language AUTHOR: Stanislava Černá DEPARTMENT: Department of Germanics SUPERVISOR: PaedDr. Dagmar Švermová This master thesis is focused on the personality of meaningful Czech thinker J. A. Comenius and his didactical principles, many of which are nowadays still relevant. The most emphasized principles are activity, motivation and student's perception with the use of all senses. The last mentioned principle can be ensured by the activity-oriented teaching; student can be motivated and exacerbated by problem-oriented or project teaching. Theoretical part of the thesis is dedicated to the definition of principles, understanding of the activity principle before and today, its use in the foreign language teaching and the definition of aims and key competencies. Following practical part describes realization of two projects where was validated that inclusion of projects into German language teaching is suitable motivating and exacerbating means in case the aims and methods are selected appropriately. KEY WORDS: J. A. Comenius, didactical principles, teaching of German language, activity, activity-oriented teaching, project teaching

O presente estudo teve como objetivo principal aplicar a canção em sala de aula, para medir o seu grau de influência na aprendizagem do aluno no contexto de LE, particularmente da língua alemã. Com base no levantamento bibliográfico, foi constatado que a canção é uma ferramenta importante no ensino-aprendizagem de LE. Porém, sentiu-se falta da descrição dos resultados a partir da sua aplicação em sala de aula. Nos livros didáticos e em sala de aula, há, geralmente, canções elaboradas. No entanto, para despertar a motivação dos alunos da faixa etária de 13-14 anos das 8as séries de uma escola particular de São Paulo, houve a preocupação em selecionar uma canção autêntica que correspondesse ao universo de interesses dos jovens. Antes da escolha da canção houve a preocupação em definir a canção autêntica, segundo Parnitzke (1997). Dentre as canções autênticas, foi adotada a canção popular, que vai ao encontro dos interesses dos jovens. Dessa forma compreende-se por canção popular uma melodia cantada, com uma estrutura conjugada de língua e música, que compõem uma unidade. As suas partes melódicas são fáceis de cantar e de memorizar, as entoações e o ritmo orientam-se pelo texto. Engloba os gêneros musicais cantados, que são produzidos e divulgados em massa. A escolha da canção popular iniciou com um questionário respondido por jovens alemães da mesma faixa etária do público-alvo, passando pela definição do objetivo de aprendizagem para a sua aplicação e pela consideração dos critérios de escolha de canções estabelecidos por Setzer (2003), entre outros autores. O objetivo de aprendizagem com a canção concentrou-se na identificação de fonemas vocálicos característicos da língua alemã, ausentes no português do Brasil, visando uma melhor compreensão na comunicação oral. Para medir o grau de aprendizagem dos fonemas vocálicos, optou-se pela aplicação de um ditado antes e após o uso da canção em quatro grupos, dos quais um representou o grupo-controle, ou seja, não realizou a atividade com a canção. Após a aplicação da canção e a realização do segundo ditado verificou-se que, embora ainda ocorressem diversos erros ortográficos, houve uma melhora na compreensão auditiva refletida na representação de grafia dos fonemas específicos da língua alemã pelos alunos. Ao mesmo tempo, verificou-se que no grupocontrole essa melhora não ocorreu. Diante disso, conclui-se que a canção é um instrumento importante para a aprendizagem da LE. / The application of songs as class room activity, aiming at the measurement of their influence, presumed positive, on the pupils learning process of foreign languages, is the main goal of this study. From the literature review one concludes that songs are considered useful foreign language teaching tools. Nevertheless, there is a lack of measurements showing how effectively music influences the learning process. Text books usually present songs which are deliberately composed for teaching purposes. Considering 13-14 year old students, an authentic song, and thus motivating since it brings up young peoples concerns, was selected. Prior to the choice, Parnitzkes (1997) definition of authentic song was presented and discussed. Among the universe of authentic songs, the so called pop music was chosen, as it meets young peoples expectations. Pop song is understood as a sung tune with an integrated structure of music and language which composes a unity. Its melody is easily sung and memorized, its intonation and rhythm are guided by the lyrics. It comprises songs that are mass orientated and broadcast. The song selection process began with a questionnaire completed by young German students aged like the ones considered in this research, followed by the definition of the learning goal and of the choice criteria proposed by Setzer (2003), among others. The learning goal was focused on the identification of German language characteristic vocal phonemes which are absent in the Portuguese language spoken in Brasil, aiming at the improvement of listening comprehension skills. Four groups of students were considered, one of which was the control group that did not have contact with the song, and in order to measure the learning progress on the phonemes, the students did one dictation prior to and after the song activity. An analysis of the errors made by the students on both dictations showed that, excepting the students of the control group, there was an improvement in their listening comprehension skills, measured by the reduction of spelling mistakes. According to this, one confirms that the song is an important foreign language learning tool

O presente estudo teve como objetivo principal aplicar a canção em sala de aula, para medir o seu grau de influência na aprendizagem do aluno no contexto de LE, particularmente da língua alemã. Com base no levantamento bibliográfico, foi constatado que a canção é uma ferramenta importante no ensino-aprendizagem de LE. Porém, sentiu-se falta da descrição dos resultados a partir da sua aplicação em sala de aula. Nos livros didáticos e em sala de aula, há, geralmente, canções elaboradas. No entanto, para despertar a motivação dos alunos da faixa etária de 13-14 anos das 8as séries de uma escola particular de São Paulo, houve a preocupação em selecionar uma canção autêntica que correspondesse ao universo de interesses dos jovens. Antes da escolha da canção houve a preocupação em definir a canção autêntica, segundo Parnitzke (1997). Dentre as canções autênticas, foi adotada a canção popular, que vai ao encontro dos interesses dos jovens. Dessa forma compreende-se por canção popular uma melodia cantada, com uma estrutura conjugada de língua e música, que compõem uma unidade. As suas partes melódicas são fáceis de cantar e de memorizar, as entoações e o ritmo orientam-se pelo texto. Engloba os gêneros musicais cantados, que são produzidos e divulgados em massa. A escolha da canção popular iniciou com um questionário respondido por jovens alemães da mesma faixa etária do público-alvo, passando pela definição do objetivo de aprendizagem para a sua aplicação e pela consideração dos critérios de escolha de canções estabelecidos por Setzer (2003), entre outros autores. O objetivo de aprendizagem com a canção concentrou-se na identificação de fonemas vocálicos característicos da língua alemã, ausentes no português do Brasil, visando uma melhor compreensão na comunicação oral. Para medir o grau de aprendizagem dos fonemas vocálicos, optou-se pela aplicação de um ditado antes e após o uso da canção em quatro grupos, dos quais um representou o grupo-controle, ou seja, não realizou a atividade com a canção. Após a aplicação da canção e a realização do segundo ditado verificou-se que, embora ainda ocorressem diversos erros ortográficos, houve uma melhora na compreensão auditiva refletida na representação de grafia dos fonemas específicos da língua alemã pelos alunos. Ao mesmo tempo, verificou-se que no grupocontrole essa melhora não ocorreu. Diante disso, conclui-se que a canção é um instrumento importante para a aprendizagem da LE. / The application of songs as class room activity, aiming at the measurement of their influence, presumed positive, on the pupils learning process of foreign languages, is the main goal of this study. From the literature review one concludes that songs are considered useful foreign language teaching tools. Nevertheless, there is a lack of measurements showing how effectively music influences the learning process. Text books usually present songs which are deliberately composed for teaching purposes. Considering 13-14 year old students, an authentic song, and thus motivating since it brings up young peoples concerns, was selected. Prior to the choice, Parnitzkes (1997) definition of authentic song was presented and discussed. Among the universe of authentic songs, the so called pop music was chosen, as it meets young peoples expectations. Pop song is understood as a sung tune with an integrated structure of music and language which composes a unity. Its melody is easily sung and memorized, its intonation and rhythm are guided by the lyrics. It comprises songs that are mass orientated and broadcast. The song selection process began with a questionnaire completed by young German students aged like the ones considered in this research, followed by the definition of the learning goal and of the choice criteria proposed by Setzer (2003), among others. The learning goal was focused on the identification of German language characteristic vocal phonemes which are absent in the Portuguese language spoken in Brasil, aiming at the improvement of listening comprehension skills. Four groups of students were considered, one of which was the control group that did not have contact with the song, and in order to measure the learning progress on the phonemes, the students did one dictation prior to and after the song activity. An analysis of the errors made by the students on both dictations showed that, excepting the students of the control group, there was an improvement in their listening comprehension skills, measured by the reduction of spelling mistakes. According to this, one confirms that the song is an important foreign language learning tool

Die vorliegende Forschungsarbeit untersucht den Zusammenhang zwischen theologischer Ausbildung und missionarischer Herausforderung im deutschsprachigen Europa. Dabei steht die Forschungsfrage im Zentrum, was der sich verändernde Kontext und die damit verbundene missionarische Herausforderung der Kirche für eine Reform der theologischen Ausbildung bedeuten. Zu dieser Fragestellung werden aus ökumenischer und evangelikaler Perspektive Stimmen laut, welche eine Reform hin zu einer missionalen theologischen Ausbildung fordern, welche somit in Wesen und Funktion von der Missio Dei her zu verstehen sei. Die vorliegende Untersuchung geht der Frage nach, was eine solche Forderung bedeuten könnte und welche grundsätzlichen Implikationen sich für die theologische Ausbildung ergeben. In einem ersten Teil werden ökumenische, evangelische und evangelikale Impulse zur Reform der theologischen Ausbildung und dem Zusammenhang der missionarischen Herausforderung dargestellt, theoretische Sensibilität und Kernkategorien für die empirische Untersuchung entwickelt. Im Hauptteil der Forschungsarbeit wird die obige Fragestellung mittels einer qualitativ-empirischen Untersuchung unter Leitern von evangelikalen theologischen Ausbildungstätten im deutschsprachigen Europa untersucht. Mit halbstandardisierten Experten-Interviews werden nach Grounded Theory und mittels Typologienbildung vier Handlungsmuster als mögliche Reaktionen theologischer Ausbildungsverantwortlicher dargestellt. Abschließend werden die Ergebnisse der empirischen Untersuchung unter Einbezug der Literatur evaluiert und eine missionswissenschaftliche Auswertung hinsichtlich der Theologie, der Lerntheorie und der Kompetenzorientierung einer missionalen theologischen Ausbildung vorgenommen. Die vorliegende Forschungsarbeit leistet somit einen dreifachen Beitrag. Erstens stellt sie ökumenische, evangelische und evangelikale Beiträge und empirisch erarbeitete Handlungsmuster zum Thema Reform theologischer Ausbildung im Hinblick auf die missionarische Herausforderung dar. Zweitens bietet sie aus missionswissenschaftlicher Perspektive einen Diskussionbeitrag zu einer möglichen Reform theologischer Ausbildung. Drittens werden konkrete Impulse zu Theologie, Lerntheorie und Kompetenzorientierung einer missionalen theologischen Ausbildung für den deutschsprachigen Kontext erarbeitet / This dissertation examines the relationship between theological education and missionary challenges in German-speaking Europe. The central research question is what the changing context and related missionary challenges of the church signify for a reform of theological training. Voices from an ecumenical and evangelical perspective are demanding a reform of theological education towards a missional approach, an approach defined in its identity as well as its function from the Missio Dei. The following study pursues the question as to what such demands entail and what implications follow for theological education in general. The first part presents the ecumenical, evangelical and evangelic impulse towards a reform of theological education and a link with missionary challenges; theoretic sensibilities and key categories are developed for the empirical examination. The main section of the study examines the abovementioned question through a qualitative-empirical study of the leadership of evangelical theological educational establishments in German-speaking Europe. With the help of half-standardised interviews of experts, four action samples were presented as possible reactions, according to grounded theory and by means of typology development. Finally, the results of the empirical examination were evaluated in the light of the literature and a missional-empirical evaluation was made regarding the theology, the learning theory and the competence orientation of a missional-theological education. This dissertation thus makes a threefold contribution. Firstly, it constitutes ecumenical, evangelical and evangelic contributions and an empirically developed plan of action on the theme of the reform of theological education in light of missionary challenges. Secondly, it offers a contribution from a missional- empirical perspective to the discussion of a possible reform of theological education. Thirdly, it develops a concrete impetus towards the theology, learning theory and competence orientation of a missional theological education in the German-speaking context / Practical Theology / D. Th. (Missiology)

Die vorliegende Forschungsarbeit untersucht den Zusammenhang zwischen theologischer Ausbildung und missionarischer Herausforderung im deutschsprachigen Europa. Dabei steht die Forschungsfrage im Zentrum, was der sich verändernde Kontext und die damit verbundene missionarische Herausforderung der Kirche für eine Reform der theologischen Ausbildung bedeuten. Zu dieser Fragestellung werden aus ökumenischer und evangelikaler Perspektive Stimmen laut, welche eine Reform hin zu einer missionalen theologischen Ausbildung fordern, welche somit in Wesen und Funktion von der Missio Dei her zu verstehen sei. Die vorliegende Untersuchung geht der Frage nach, was eine solche Forderung bedeuten könnte und welche grundsätzlichen Implikationen sich für die theologische Ausbildung ergeben. In einem ersten Teil werden ökumenische, evangelische und evangelikale Impulse zur Reform der theologischen Ausbildung und dem Zusammenhang der missionarischen Herausforderung dargestellt, theoretische Sensibilität und Kernkategorien für die empirische Untersuchung entwickelt. Im Hauptteil der Forschungsarbeit wird die obige Fragestellung mittels einer qualitativ-empirischen Untersuchung unter Leitern von evangelikalen theologischen Ausbildungstätten im deutschsprachigen Europa untersucht. Mit halbstandardisierten Experten-Interviews werden nach Grounded Theory und mittels Typologienbildung vier Handlungsmuster als mögliche Reaktionen theologischer Ausbildungsverantwortlicher dargestellt. Abschließend werden die Ergebnisse der empirischen Untersuchung unter Einbezug der Literatur evaluiert und eine missionswissenschaftliche Auswertung hinsichtlich der Theologie, der Lerntheorie und der Kompetenzorientierung einer missionalen theologischen Ausbildung vorgenommen. Die vorliegende Forschungsarbeit leistet somit einen dreifachen Beitrag. Erstens stellt sie ökumenische, evangelische und evangelikale Beiträge und empirisch erarbeitete Handlungsmuster zum Thema Reform theologischer Ausbildung im Hinblick auf die missionarische Herausforderung dar. Zweitens bietet sie aus missionswissenschaftlicher Perspektive einen Diskussionbeitrag zu einer möglichen Reform theologischer Ausbildung. Drittens werden konkrete Impulse zu Theologie, Lerntheorie und Kompetenzorientierung einer missionalen theologischen Ausbildung für den deutschsprachigen Kontext erarbeitet / This dissertation examines the relationship between theological education and missionary challenges in German-speaking Europe. The central research question is what the changing context and related missionary challenges of the church signify for a reform of theological training. Voices from an ecumenical and evangelical perspective are demanding a reform of theological education towards a missional approach, an approach defined in its identity as well as its function from the Missio Dei. The following study pursues the question as to what such demands entail and what implications follow for theological education in general. The first part presents the ecumenical, evangelical and evangelic impulse towards a reform of theological education and a link with missionary challenges; theoretic sensibilities and key categories are developed for the empirical examination. The main section of the study examines the abovementioned question through a qualitative-empirical study of the leadership of evangelical theological educational establishments in German-speaking Europe. With the help of half-standardised interviews of experts, four action samples were presented as possible reactions, according to grounded theory and by means of typology development. Finally, the results of the empirical examination were evaluated in the light of the literature and a missional-empirical evaluation was made regarding the theology, the learning theory and the competence orientation of a missional-theological education. This dissertation thus makes a threefold contribution. Firstly, it constitutes ecumenical, evangelical and evangelic contributions and an empirically developed plan of action on the theme of the reform of theological education in light of missionary challenges. Secondly, it offers a contribution from a missional- empirical perspective to the discussion of a possible reform of theological education. Thirdly, it develops a concrete impetus towards the theology, learning theory and competence orientation of a missional theological education in the German-speaking context / Philosophy, Practical and Systematic Theology / D. Th. (Missiology)