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.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/86351 |
| Date | 04 1900 |
| Creators | Engelbrecht, Natasha |
| Contributors | Von Maltzan Carlotta, Dobstadt, Michael, Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Modern Foreign Languages. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | German |
| Detected Language | English |
| Type | Thesis |
| Format | 103 p. : ill. |
| Rights | Stellenbosch University |
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