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.

Thesis (MA (Modern Foreign Languages))--University of Stellenbosch, / This study presents conceptions for a German learner's dictionary ("Lemworterbuch"), aimed at the needs of the foreign language learner as recipient. The requirements set and proposals made for such a dictionary are aimed at improving the linguistic competence of the learner when he/she uses the language as recipient, in other words when he/she reads a German text or hears the spoken language (e.g. in conversation, on the radio, television, film etc.). III The target users are persons whose mother tongue is not German, but whose mastery of the language is at a fairly advanced level. Such users, who have mastered the basic grammatical rules of the German language and already have a good basic vocabulary, will nevertheless experience difficulties in using existing German explanatory dictionaries such as DUDEN and WAHRIG. These dictionaries present information in such a complicated way that it remains inaccessible to the average foreign language speaker. The propositions made in this thesis are directed at creating a dictionary that could overcome the existing gap between the bilingual translating dictionary with German as target language and the monolingual explanatory German dictionary. This study proceeds on the assumption that it is impossible to compile a dictionary without the consistent application of theoretically expounded principles (regarding linguistics, typography etc.). The subtlest detail regarding typographical layout is also emphasized, since the presentation of information determines how easily information can be retrieved from the dictionary. Proposals are made for a user friendly arrangement of material, which will enable the user to retrieve desired information easily and immediately. Two language aspects that are of the utmost importance to the recipient, flexion and definition, are examined. The way in which these two aspects are currently dealt with in monolingual dictionaries is investigated. From this investigation it is evident that flexion and defmition are inadequately dealt with for the specific needs of the foreign language learner. Suggestions are made to improve weaknesses and inconsistencies in order to make the dictionary more suitable for the language learner. Finally, the principles required by a German learner's dictionary for recipients are demonstrated by means of various entries. This serves as an example of how the dictionary could finally look. ;The entries are presented in both the printed and the electronic medium. The potential of both these media is utilized to show how the presentation of information can improve the user friendliness and accessibility of the dictionary.

Thesis (MA)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The following study focuses on communication problems which arise during medical consultation in Germany between immigrants with an inadequate language proficiency level and physicians, and on the negative effects of such miscommunication on the quality of health care. The study proposes the application of alternative teaching methods in integration courses – in particular suggestopaedia – to resolve these problems. As immigrants often suffer from acculturative stress suggestopaedic methods seem particularly appropriate because they help reducing negative mental attitudes (negative “suggestions”) by a multi-sensory preparation of learning materials. A didactised concept aiming to improve the overall ability of immigrants lacking language proficiency to interact in “Physician-Patient-Communication” is put forward in this study for the use in integration courses. It is assumed that enhancing the ability to ex-press oneself in the field of healthcare provision will reduce communication hindrances by reducing the fear of speaking during medical consultation and thus will lead to a better overall state of health among immigrants with an inadequate language proficiency level. The sug-gestopaedic methods implemented in the didactisation range from a suggestopaedic language text to a wide variety of exercises, which take into account the different channels of learning. A critical examination of the “can do” statements developed by the German “Goethe-Institut”, within the Framework “Curriculum for Integration Courses – German as a Second Language”, forms an important background for the didactisation presented in this study. The section on “Physician-Patient-Conversation” and its practical application in the textbook “Menschen” published by Hueber Verlag and used in integration courses are also closely considered. / AFRIKAANSE OPSOMMING: Die studie fokus op kommunikasieprobleme wat tydens mediese konsultasies in Duitsland ontstaan tussen immigrante met ontoereikende taalvaardigheid in Duits en doktors, en op die negatiewe gevolge van sulke wankommunikasie op die kwaliteit van gesondheidsorg. Die studie stel voor dat alternatiew onderrigmetodes in integrasiekursusse ingespan word, veral suggestopedagogiek, om dié problem die hoof te bied. Aangsien immigrante dikwels aan akkulturasiestres lei, word metodes wat op die suggesopedagogiek basseer as uiters toepaslik gesien deurdat negatiewe ingesteldhede met `n multisensoriese toepassing van leermateriaal bekamp kan word. `n Gedidaktiseerde konsep wat daarop gemik is om immigrante se algemene taalvaardighede te verbeter met betrekking tot dokter-pasient-kommunikasie word voorgestel vir gebruik in integrasiekursusse. Dit word veronderstel dat as die uitdrukvermoeë op die gebied van gesondheidsorg verbeter word, sal kommunikasiestruikelblokke verminder terwyl die die vrees om tydens `n mediese ondersoek te praat tot `n algemene verbetering in die gesondheidstoestand van immigrante met onvoldoiende taalvaardighede sal lei. Die metodes uit die suggestopedagogiek wat geïmplementeer word, strek van `n suggestopediese teks tot `n wye verskeidenheid oefeninge wat met verskillende leerstyle rekening hou. `n Kritiese ondersoek van die "kan“ beskrywings wat vir die "Kurrikulum vir Integrasiekursusse – Duits as Tweede Taal“ deur die Goethe Instituut ontwikkel is, maak deel uit van die belangrike agtergrond vir die didaktiese implementeringsvoorstelle van hierdie studie. Die afdeling "Dokter-Pasient-Gesprek“ en die praktiese toepassing daarvan in die teksboek "Menschen" wat deur die Hueber Verlag uitgegee is en in integrasiekursusse gebruik word, is ook onder die loep geneem.

Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2005. / Suggestopedia, as an innovative method of teaching, inter alia, second and foreign languages, has reportedly achieved exceptional results. With the development of this multimedia program it was decided to base the program on suggestopedic principles. In this thesis, I discussed the theory of adult second language acquisition, cognitive learning theory, constructivist learning theory and the consequences these theories have on language teaching. The overview of literature incorporates a description and analysis of Suggestopedia and looks at Suggestopedia from the following perspectives: • a description of suggestion • a description of suggestology • the basic premises of Suggestopedia • the purpose of Suggestopedia • the principles of Suggestopedia • the suggestopedic cycle • the suggestopedic text • the classroom module • the computer program. The multimedia computer program was developed to enhance the classroom module of the first year students of German at the university. In this thesis, I describe the interface and design of this program in terms of colour, incorporating colour theory, the name of the program, the overall design and the structure of each scene.

Thesis (MA) -- Stellenbosch University, 1976. / No Abstract Available

Thesis (MA) -- Stellenbosch University, 1980. / No Abtsract Available

Thesis (MA) -- Stellenbosch University, 1998. / ENGLISH ABSTRACT: During my work as a lecturer in "German as a foreign language" at the University of Zululand I have experienced that African students often understand German texts in a different way than I, coming from a European background, would have expected. According to the research on text reception, differences in understanding texts are the result of different reader characteristics of which the socio-cultural background forms an important component. This thesis examines the socio-cultural background of Zulu students and aims to show how it influences their understanding of German texts. The necessary data is obtained by way of a comparative empirical investigation which is enhanced by personal observations made while teaching German to African learners. The investigation is based on a German advertisement. The control groups consist of South African students at the Universities of Natal/Durban and Stellenbosch as well as students in Germany at the University of Kassel. The investigation is concluded by a discussion of the implications that the socio-cultural background of Zulu students can have on the teaching of "German as a foreign language" and on intercultural communication. / AFRIKAANSE OPSOMMING: Gedurende my werks,aamheidas dosent in die vak "Duits as vreemde taal" aan die Universiteit van Zululand het ek ondervind dat Swart studente dikwels Duitse tekste heeltemal anders verstaan as wat ek, as iemand met Europese agtergrond, sou verwag het. Navorsing oar teks-resepsie skryf resepsieverskille toe aan verskillende lesereienskappe waarvan die sosio-kulturele agtergrond 'n belangrike komponent vorm. Hierdie tesis ondersoek die sosio-kulturele agtergrond van Zoeloe-studente en probeer aantoon hoe dit die resepsie van Duitse tekste be'invloed. Die nodige inligting hiervoor word verkry deur middel van 'n vergelykende empiriese ondersoek. Dit word aangevul deur persoonlike waarnemings wat ek gedurende die onderrig van Duits aan Swart studente gemaak het. Die ondersoek is gebaseer op 'n Duitse advertensie. Die kontrolegroepe bestaan uit studente aan die universiteite in Natal/Durban en Stellenbosch in Suid- Afrika en in Duitsland aan die Universiteit van Kassel. In die slotgedeelte word die implikasies uitgewys wat die sosio-kulturele agtergrond van Zoeloe-studente op die onderrig van "Duits as vreemde taal" as oak op interkulturele kommunikasie kan he.

Thesis (MA)--Stellenbosch University, 2014. / Thesis presented in partial fulfilment of the requirements for the degree of Master of Arts (German) in the Faculty of Arts and Social Sciences at Stellenbosch University and for the degree of Master of Arts (Deutsch als Fremdsprache im deutsch-afrikanischen Kontext) in the Faculty of Philology at Leipzig University in terms of a double degree agreement. / ENGLISH ABSTRACT: This thesis aims to make a contribution to the field of teaching German as a foreign language. It investigates the role of metaphors in language and more specifically in foreign language learning. Firstly it advocates the inherent, although often invisible, presence of metaphors in all types of language by exploring the cognitive linguistic theories of Lakoff and Johnson, among others. Secondly it explores the necessity of integrating metaphor-awareness raising by looking at the current situation of German at South-African universities, as well as referring to the Common European Framework of Reference for Languages. In addition it is argued that by experiencing the metaphorical nature of language from the onset of language learning (A1-level), learners can develop and improve their linguistic-, literary- and cultural competencies, as well as developing the ability to independently reflect on language. To demonstrate how metaphor-awareness raising can be integrated into language teaching by using existing textbooks, two conceptual lessons are developed for adult learners at university level by using two sections from the textbook Menschen A1. / AFRIKAANSE OPSOMMING: Hierdie tesis poog om n bydrae te lewer tot die onderrig van Duits as n vreemdetaal. Dit ondersoek die rol van metafore in taal en meer spesifiek die aanleer van n vreemdetaal. Eerstens berus dit op die beginsel van o.a. Lakoff en Johnson dat metafore inherent is tot taal, alhoewel dit nie altyd sigbaar is nie. Tweedens word die noodsaaklikheid om metafoorbewusmaking in vreemdetaal-onderrig te integreer ondersoek, deur te kyk na die huidige duitse aanbod aan suidafrikaanse universiteite en deur te kyk na die ”Common European Framework of References of Languages“. Daarop word geargumenteer dat leerders hulle linguistise-, letterkundige-, en kulturele vermoëns kan verbeter, asook om onafhanklik oor taal te reflekteer, deur die metaforiese natuur van taal alreeds vanaf beginnersvlak (A1) te ervaar. Om te demonstreer hoe metafoor-bewusmaking met vreemdetaal-onderrig geintegreer kan word deur die gebruik van bestaande handboeke, word twee konseptuele lesse vir volwasse leerders op tersiëre vlak ontwikkel deur twee afdelings in die Menschen A1 handboek aan te pas.

Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Modern Foreign Languages. / Thesis (PhD)--Stellenbosch University, 1986. / See item for full text