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 (MA (Modern Foreign Languages))--Stellenbosch University, 2008. / It has been widely assumed that the portrayal of women in fairytales subscribes to somewhat outdated and stereotypical modes of representation. Upon closer inspection however, it can be seen that this is a fallacious assumption and that the female roles in these stories are much more multidimensional in nature. One of the most popular fairytales from the Grimm Brothers is Cinderella. The portrayal of women in this story is typical of the weak, subjected woman who needs to be rescued by the prince from her unfavourable and subjugated position. The research presented here aims to show that the Grimm’s specific depiction of Cinderella in the 19th century provides an alternative to the modern myth. Here, she reacts strongly and independently to find the most advantageous resolution to her problematic subject position. To this end the Grimms’ version will be compared to text and filmic versions from the 20th and 21st centuries. By comparing aspects of female representation in the Cinderella-themed portrayals, one can evaluate the extent to which societal expectations have altered over time as well as investigating the modern-day implications of this.

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 (Modern Foreign Languages))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: This dissertation investigates the different forms of otherness and alterity (“Fremde”) in Bulgarian born German author, Ilija Trojanow’s novel, Der Weltensammler (2006). In this novel, alterity, as portrayed by Trojanow, is read as threatening and uncanny (“unheimlich”), on the one hand, and fascinating on the other. The novel, Der Weltensammler, translated by William Hobson and published under the title The Collector of Worlds (2008), narrates the life of the historical figure Sir Richard Francis Burton. Burton, a colonist, traveller and explorer, undertakes a journey across continents: British-India, Arabia and East Africa. As one of the first Europeans to do so, Burton - disguised and converted to Islam - undertakes a pilgrimage to Mecca. Like the title of the novel suggests, Burton is a contradictory man who not only collects worlds, but also obsessively adopts the cultures of the colonised. However, this British officer’s bizarre lifestyle and unusual ability to adapt to and adopt the foreign world raises certain questions regarding the relationship between coloniser and colonised. More importantly, he grapples with the portrayal of otherness. Throughout the novel both the narrator and a writer (the Lahiya) try to put together the pieces of Burton’s life. As the narrator warns in the preface of his novel, Burton remains an enigma. His antipodes are another historical figure, the former slave Sidi Mubarak Bombay and his servant Naukaram. Unlike in Burton’s and Stanley’s travel diaries where Bombay takes a marginalised position, he comes to the fore in Der Weltensammler. Though Burton appears to become part of the foreign world, it is the change of narrative perspectives between coloniser and colonised that puts their relation into question, thereby dissolving binary opposites. This thesis begins with a general discussion of the novel and its significance within German post-colonial literature. The study moves on to a discussion of the discourses surrounding the concept of alterity, identifying one key form of alterity, namely mimicry, a term borrowed from the theorist Homi K. Bhabha. The greater part of the thesis is devoted to the analysis of the novel. The first part deals with the analysis of alterity and otherness by focussing attention on the portrayal of otherness as threatening and fascinating, the concept of mimicry, and finally, Burton’s transformation. The second part investigates the process of re-writing that takes place and the manner in which alterity is portrayed in the novel paying particular attention to the relation between author, writer and narrator. Following this analysis of alterity and its rewriting, this thesis moves to the more general question of how Ilija Trojanow’s novel, Der Weltensammler, functions as a refutation (Gegenschrift/Kampfabsage) of Samuel Huntington’s Clash of Civilizations and the Remaking of World Order. Relying on the words of Stephen Slemon, this study finally questions whether this novel can be read as another “scramble for post-colonialism”. Based on the theoretical framework developed on the concept of culture by Homi K. Bhabha on the one hand and the insights on cultures by Polish journalist Ryszard Kapuscinski on the other, this study demonstrates how it is through the processes of revision and re-writing of literary borrowings, e.g. Joseph Conrad’s Heart of Darkness (1899), that the concept of alterity is redefined and the novel in itself gains a post-colonial voice. Furthermore, this thesis shows how otherness is deconstructed to such an extent that it is not difference that is highlighted, but instead a literary model for the co-existence of cultures. / AFRIKAANSE OPSOMMING: Hierdie tesis is ‘n studie van die verskillende fasette van vreemde, die onbekende en alteriteit (“Fremde”) in die Duits-Bulgaarse skrywer, Ilija Trojanow se roman Der Weltensammler (2006). In hierdie roman word alteriteit, soos deur Trojanow uitgebeeld, gelees as bedreigend en unheimlich, en gelyktydig as fassinerend. Die Roman, Der Weltensammler, deur William Hobson vertaal as The Collector of Worlds (2008), beskryf die lewe van die historiese figuur Sir Richard Francis Burton. Hy onderneem as kolonis en ontdekkingsreisiger ‘n reis regoor verskeie kontinente: Brits-Indië, Arabië en Oos-Afrika. Vermom en bekeer tot Islam, onderneem hy as een van die eerste Europeërs ‘n pelgrimstog na Mekka. Soos deur die titel van die roman gesuggereer word, is Burton op sigself ’n ambivalente karakter wat nie net wêrelde nie, maar ook die kulture van die gekoloniseerdes approprieer. Dit is juis hierdie Britse offisier se vreemde leefstyl en buitengewone vermoë om die vreemde toe te eien, wat sekere vrae ten opsigte van die verhouding tussen die kolonisator en die gekoloniseerde laat ontstaan. Van grootste belang vir hierdie analise is veral die uitbeelding van die vreemde. Deurgaans poog die verteller en ‘n skribent (die Lahiya) om uitsluitsel oor Burton se lewe te kry. Soos die verteller alreeds in die voorwoord van sy roman waarsku, bly Burton egter ‘n enigma. Sy teenpole is die ander minder bekende historiese figuur, die gemarginaliseerde en voormalige slaaf Sidi Mubarak Bombay en sy bediende Naukaram. Anders as in onder andere Burton en Stanley se reisbeskrywings waar Bombay slegs ‘n randverskynsel is, kry hy nuwe betekenis in Trojanow se roman. Ofskoon Burton deel van die vreemde blyk te word, word die verhouding tussen die kolonisator en die gekoloniseerde veral bevraagteken deur die verandering van narratiewe perspektiewe. Terselfdertyd word binêre opposisies gedekonstrueer. Die tesis word ingelei deur ‘n algemene oorsig van die roman en sy betekenis binne die konteks van Duitse postkoloniale literatuur. Na afloop van die oorsig, volg ‘n bespreking van die diskoerse rondom die konsep alteriteit. Die klem val hier veral op een spesifieke vorm van alteriteit, naamlik mimiek, ‘n term ontleen aan die teoretikus Homi K. Bhabha. Die grootste deel van die tesis word gewy aan die analise van die roman. In die eerste deel van die analise word die konsep alteriteit onder die loep geneem. Die klem val hier veral op die uitbeelding van die vreemde as bedreigend en fassinerend, mimiek and laastens Burton se gedaanteverwisseling. Die tweede deel van die analise fokus deurentyd op die verhouding tussen die skrywer, skribent en verteller en bestudeer veral die herskrywingsproses (re-writing) wat plaasvind en die wyse waarop alteriteit beskryf word. Deur die loop van die studie volg die meer algemene vraagstuk van hoe Ilija Trojanow se roman Der Weltensammler beskou kan word as ‘n weerlegging (Gegenschrift/Kampfabsage) van Samuel Huntington’s Clash of Civilizations and the Remaking of World Order. Laastens word op Stephen Slemon se algemene vraagstuk gesteun of die roman beskou kan word as ‘n “scramble for postcolonialism”. Hierdie analise word volgens die teoretiese raamwerke van twee outeurs nl. Homi K. Bhabha en die Poolse verslaggewer Ryszard Kapuscinski ondersoek. Dit is veral deur die proses revisie en die herskrywing van literêre ontlenings, bv. Joseph Conrad se Heart of Darkness (1899), dat die begrip alteriteit geherdefinieer word en die roman op sigself ‘n postkoloniale perspektief inneem.Vervolgens word die begrippe vreemde en alteriteit tot so ‘n mate gedekonstrueer deurdat die aandag nie op ongelykheid val nie, maar ‘n literêre model vir die naasbestaan van kulture ontskep word.

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, 1985. / No abstract available

Thesis (MA) -- Stellenbosch University, 1986. / No Abstract Avcailable

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.