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  • 51.
    Frantz, Dörte
    Dalarna University, School of Humanities and Media Studies, German.
    Easy to read? – Können Easy Readers Sprachelernen erleichtern?: Über den Einsatz eines Easy Readers im DaF-Unterricht: Eine Unterrichtsstudie am Beispiel von Inge Scholl Die weiße Rose.2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 52.
    Fredriksson, Christine
    Dalarna University, School of Languages and Media Studies, German.
    About Collaboration, Interaction, and the Negotiation of Meaning in Synchronous Written Chats in L2-German2012In: CALL: Using, Learning, Knowing, EUROCALL Conference, Gothenburg, Sweden, 22-25 August 2012. Proceedings / [ed] Bradley, Linda; Thouësny, Sylvie, Dublin: Research-publishing.net , 2012, p. 88-92Conference paper (Refereed)
  • 53.
    Fredriksson, Christine
    Dalarna University, School of Humanities and Media Studies, German.
    Datorn i skolans språkundervisning - Ett elevperspektiv: En studie om svenska gymnasieelevers attityder till datormedierad kommunikation och inlärning av tyska2013In: Forskning om undervisning och lärande, ISSN 2001-6131, no 11, p. 5-29Article in journal (Refereed)
    Abstract [sv]

    I denna artikel presenteras resultaten från en pilotstudie om svenska gymnasieelevers användning av datorer i tyskundervisningen. Undersökningen hade som syfte att ta reda på hur eleverna upplever chattkommunikation som inlärningsverktyg jämfört med muntliga samtal som en traditionell kommunikationsform i språkundervisningen. Resultatet visar att båda kommunikationsformer upplevdes att ha väckt elevers vilja att kommunicera på tyska och ha utvecklat metakognitiv medvetenhet om det egna lärandet. Eleverna i chattgruppen var dock överlag mer positiva och mer medvetna om interaktionsformens positiva effekt på lärandet än eleverna i samtalsgruppen. Detta tyder på att modaliteterna och tillhörande interaktionserbjudanden i chatt verkar kunna ge bättre förutsättningar för att elever ska kunna utveckla kommunikativ kompetens i tyska. Studien visar också att eleverna efter experimentet använder sina datorer i väldigt liten utsträckning i sin tyskundervisning och främst i traditionella funktioner. Ett behov att implementera elevdatorer tillsammans med elever och lärare har identifierats.

  • 54.
    Fredriksson, Christine
    Dalarna University, School of Languages and Media Studies, German.
    Deutsch in Schweden2010In: Deutsch als Fremd- und Zweitsprache. Ein internationales Handbuch, Berlin - New York: Krumm, .H-J; Fandrych, C.; Hufeisen, B.; Riemer, C. , 2010, p. 1781-1785Chapter in book (Other academic)
  • 55.
    Fredriksson, Christine
    Dalarna University, School of Languages and Media Studies, German.
    Erwerbsphasen, Entwicklungssequenzen und Erwerbsreihenfolge: Zum Erwerb der deutschen Verbalmorphologie durch schwedische Schülerinnen und Schüler2006Doctoral thesis, monograph (Other academic)
    Abstract [un]

    The central theme of this work is the interaction and the influence of grammatical input as an external factor in language acquisition and in learning strategies and learning processes as cognitive requirements. Until now, this problem has been viewed from the perspective of explicit and implicit processes, including concepts such as consciousness/unconsciousness, outer rules/inner rules, and analysed/unanalysed knowledge. But because of these differing interpretations, how the learner uses grammatical input and what role that plays in the development of the target language has only been minimally investigated. In the tradition of interlanguage theory, and based on connectionist, information processing and variability theories, in this work a descriptive model is developed that describes acquisition at the level of processing and that helps to explain developmental patterns which are observed in the acquisition of German verb morphology by tutored learners. The specific cognitive processes involved in L2 acquisition are differentiated as three dimensions that are conceptualized as continua: 1. The dimension of selective attention and intake which is defined by the two poles of attention to form/attention to meaning and understanding/noticing. This dimension is dependent on the situational context (formal/informal style) and determines whether verb forms are learned as analysed or unanalysed regarding their function in the target language. 2. The dimension of storage of information in which form-function mappings in short-term memory become permanent routines by associative connection. 3. The dimension of development in which analysed form-function mappings arise out of unanalysed routines by restructuring. The confirmation of these processes rests on an analysis of written data from Swedish learners at the beginning and advanced levels. They were elicited over two years and were based on the use of different written tasks. The results of this investigation indicate that German verb morphology is not acquired from rules but rather by associative connections of different kinds of form-function mappings in a network. This process can be described in acquisition phases, developmental sequences, and an acquisition order.

  • 56.
    Fredriksson, Christine
    Dalarna University, School of Languages and Media Studies, German.
    ”Ich habe gefährt – ett fel eller ett framsteg?“2009In: Språk och lärande : Rapport från ASLA:s höstsymposium, Stockholm, 7-8 november, Uppsala: Svenska föreningen för tillämpad språkvetenskap , 2009, p. 189-203Chapter in book (Other academic)
    Abstract [sv]

    Utifrån en longitudinell empirisk studie av svenska elevers inlärning av tyska verbformer (Fredriksson 2006) belyser detta bidrag olika faktorer som påverkar språkutvecklingen vid inlärningen av främmande språk i klassrummet. Särskild fokus läggs på relationen mellan grammatisk input och elevens faktiska inlärningsresultat under en längre period. Hur blir en form introducerat och vad kommer eleven ihåg vid olika tidpunkter? Vilket samband finns det mellan en forms morfologiska uppbyggnad och elevens sätt att memorera den? Hur skulle kunskap av denna typ kunna komma till användning i språkundervisningen? Resultaten i termer av klart identifierbara utvecklingssteg stödjer teorin om en medfödd språkinlärningsmekanism och visar att undervisning av grammatik har en viktig roll att spela i främmandespråksklassrummet.

  • 57.
    Fredriksson, Christine
    Dalarna University, School of Languages and Media Studies, German.
    Kontrastive Analyse Schwedisch – Deutsch2010In: Deutsch als Fremd- und Zweitsprache. Ein internationales Handbuch, Berlin - New York: Krumm, .H-J; Fandrych, C.; Hufeisen, B.; Riemer, C. , 2010, p. 680-687Chapter in book (Other academic)
  • 58.
    Fredriksson, Christine
    Dalarna University, School of Languages and Media Studies, German.
    Learning German by chatting: A study of social interaction and language production in an academic German online course2013In: Conference Proceedings ICT for Language Learning: 6th Conference Edition. Florence, Italy, 14-15 November 2013, Padova: Pixel , 2013, p. 218-222Conference paper (Refereed)
    Abstract [en]

    In this presentation I will show my preliminary results from a research project about collaborative language learning in an academic online course in German. The study is based on a sample of 35 chat-logs from 30 students of different language background (Swedish or German as L1) and different levels of German proficiency, working on collaborative tasks in equal and unequal formations of triads or dyads. The data was collected in four of eight online seminars which were an obligatory part of a German literature course at a Swedish university. These seminars were conducted in private chat-rooms in MSN/Adobe connect. The students had to answer open-ended questions about the literature they had read, which they had prepared in advance. The results indicate that Swedish students with a lower level of German proficiency produce longer messages when interacting in formations with native speakers than with peers. On the other hand, interactional modifications or scaffolding where the attention was directed on form or meaning of the L2 overall occurred only to a small extend. This means that learners only get few opportunities to develop new L2 knowledge with the help of experts, a condition which is thought essential by researchers within a cognitive or sociocultural learning approach. Further study of the data reveals that the students frequently make use of imitation of whole utterances or parts of utterances of their collocutors. This strategy may help them to become more fluent in German and may also assist the development of more complex structures of the L2.

  • 59.
    Fredriksson, Christine
    Dalarna University, School of Humanities and Media Studies, German.
    Strategien im L2-Erwerb. Eine kritische Diskussion.2014In: Moderna Språk, ISSN 2000-3560, E-ISSN 2000-3560, Vol. 108, no 2, p. 17-44Article in journal (Refereed)
    Abstract [de]

    Seit Selinkers Entwurf der Interlanguage Theory in den 70er-Jahren des 20. Jh. sind Lern- und Kommunikationsstrategien bis heute Gegenstand einer groβen Anzahl von theoretischen und empirischen Arbeiten innerhalb der L2-Erwerbsforschung gewesen. Als Prozesse, die direkt mit dem Lernen oder der kommunikativen Anwendung der Zielsprache in Verbindung gebracht werden, haben sie auch weiterhin einen groβen Stellenwert innerhalb kognitiver Ansätze, die nach fruchtbaren Erklärungen suchen, wie Lernende eine L2 bzw. Fremdsprache effektiver lernen und gebrauchen können, um ihre kommunikativen Ziele verwirklichen zu können. Bezeichnend für die vorliegenden Forschungsperspektiven ist jedoch ihre fehlende Verankerung innerhalb einer Spracherwerbstheorie sowie die isolierte Betrachtung von Lernstrategien, Kommunikationsstrategien und Diskursstrategien, die nicht auf ihr Zusammenwirken und damit auch nicht auf ihre situationelle und soziokulturelle Einbettung in Tätigkeiten in der L2 Rücksicht nimmt.

  • 60.
    Fredriksson, Christine
    Dalarna University, School of Humanities and Media Studies, German.
    Strategies in L2-acquisition: a critical discussion2014In: Moderna Språk, ISSN 2000-3560, E-ISSN 2000-3560, Vol. 108, no 2, p. 17-44Article in journal (Refereed)
  • 61.
    Fredriksson, Christine
    Dalarna University, School of Humanities and Media Studies, German.
    The acquisition of the German case system by foreign language earners2014In: Studia Neophilologica, ISSN 0039-3274, E-ISSN 1651-2308, Vol. 86, no 1, p. 97-101Article, book review (Other academic)
  • 62.
    Fredriksson, Christine
    Dalarna University, School of Humanities and Media Studies, German.
    The influence of group formation on learner participation, language complexity, and corrective behaviour in synchronous written chat as part of academic German studies2015In: ReCALL, ISSN 0958-3440, E-ISSN 1474-0109, Vol. 27, no 2, p. 217-238Article in journal (Refereed)
  • 63.
    Geis, Carolin
    Dalarna University, School of Humanities and Media Studies, German.
    Die Verbindung zwischen Parallelwelten und Intertextualität: Ein Vergleich zwischen Michael Endes ,,Die unendliche Geschichte” und Cornelia Funkes ,,Tintenherz”2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 64.
    Glashoff, Birgit
    Dalarna University, School of Humanities and Media Studies, German.
    Kultur ist mehr als Currywurst Ältere Literatur im Deutschunterricht: Eine Literaturstudie2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    With regards to the teaching of German in Sweden this literature study looks into

    the Swedish curriculum and the CEFR (Common European Framework of

    Reference for Languages) to compare today’s common interpretation of the goals in

    language learning to the educational goals in the documents.

    Critics mean that the CEFR and in extension the curricula in the associated countries

    focus mainly on measurable practical language skills. This leads to impoverishment

    of the concept of language learning, which should include broad cultural aspects,

    encourage the students to develop their personalities and curiosity and foster a

    livelong desire to study.

    This work will try to show that blaming the CEFR for the kind of lopsided

    development towards practical, measurable skills in language teaching does not

    origin in the document or in the national curriculum. It appears to be the

    interpretation of the documents that oversees some essential requirements, not only

    for successful language teaching but also for the use of German as a tool for

    conversation and understanding.

    The real understanding of a language is, according to the research referred to in this

    work, connected to the understanding of culture. This literature study will show that

    reading older literature in language classes will favour the students´ understanding

    of culture.

    Furthermore, this work will try to point out other educational benefits besides the

    gain of cultural knowledge in working with literature. Students learn to argue and

    gain understanding of their own world by comparing to the new reality they meet in

    the literature. In addition, students will, with the help of the text, acquire new

    vocabulary and get an understanding of the structure of the language.

    In essence the use of literature in teaching German on one hand meets and fulfils the

    requirements in the curriculum and on the other hand supports the development of

    language skills and personals skills.

  • 65.
    Glashoff, Birgit
    Dalarna University, School of Humanities and Media Studies, German.
    Literatur, die hat Zähne: Die Dreigroschenoper für den Unterricht Deutsch als Fremdsprache, Unterrichtsvorschlag für Stufe A2/B12016Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This work exemplifies how literature can be used for teaching German even in CEFR levels A2 and B1. Didactical texts about the use of literature in language teaching are used to show the advantages of including literature in language teaching. This work highlights two of these advantages: literature provides the students with real vocabulary – in contrast to the artificial constructions in language teaching books - and supports their understanding of another culture. Further this work will show how the use of literature is supported by the Swedish curriculum. Finally, based on the research and recommendations of different didactics, a teaching model for the use of The Threpenny Opera is elaborated.

  • 66.
    Gustafsson, Linnéa
    Dalarna University, School of Humanities and Media Studies, German.
    Lieder im DaF-Unterricht: Lieder als Förderer der mündlichen Kommunikation im schwedischen DaF-Unterricht2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 67.
    Göransson, Sara
    Dalarna University, School of Humanities and Media Studies, German.
    Einblick in die Sprachlehrforschung: Mit einer Untersuchung über das Lernen von Schwedischals Fremdsprache2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 68.
    Hammerin, Mona
    Dalarna University, School of Languages and Media Studies, German.
    Didaktisierungsmodell zu "Erwachsene reden. Marco hat was getan" von Kirsten Boie2010Independent thesis Basic level (degree of Bachelor)Student thesis
  • 69.
    Hansson, Sandra
    Dalarna University, School of Languages and Media Studies, German.
    Meine Muttersprache vergesse ich nie, oder?: – Eine Studie über Erstsprachverlust und Zugehörigkeitsempfinden schwedischer Immigranten in Deutschland2010Independent thesis Basic level (degree of Bachelor)Student thesis
  • 70.
    Heining, Stefan
    Dalarna University, School of Humanities and Media Studies, German.
    Geschlechterrollen in Irmgard Keuns Romanen: Gilgi – eine von uns und Das kunstseidene Mädchen im Zeichen der Zeit.2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The subject of this thesis is to examine gender roles in the novels Gilgi – eine von uns and Das kunstseidende Mädchen by Irmgard Keun. She was a successful female writer before the Nazi Party took control of Germany in 1933.

    The findings of this study indicate that Keun novels show a realistic picture of Germany’s men-dominated society in the early 1930s.

  • 71.
    Heller Sahlgren, Daniel
    Dalarna University, School of Languages and Media Studies, German.
    Licht anmachen oder einschalten?: Eine korpuslinguistische Untersuchung des Gebrauchs der Verben anmachen und ausmachen sowie ausgewählter Synonyme2010Independent thesis Basic level (degree of Bachelor)Student thesis
  • 72.
    Henke, Oskar
    Dalarna University, School of Humanities and Media Studies, German.
    Hermann Hesses Das Glasperlenspiel als Esoterik2018Independent thesis Basic level (degree of Bachelor of Fine Arts), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay will attempt to explore esoteric elements and connections in Hermann Hesses' final

    novel

    Das Glasperlenspiel and whether the narratives and beliefs held by the fictional realm of

    Castalia and the protagonist Josef Knecht fit into the tradition of western esotericism as defined by

    Kocku von Stuckrad and Antoine Faivre respectively. An attempt will also be made to explore why

    the novel has come to influence modern esoteric movements in what Wouter Hanegraaff defines as

    "New Age religion".

  • 73.
    Hiltunen, Nina
    Dalarna University, School of Humanities and Media Studies, German.
    Darstellung der Liebe und des Liebeskonflikts in Hinsicht auf die Figuren in Schillers Kabale und Liebe und Shakespeares Romeo and Juliet 2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 74.
    Hlebnikovs, Pjotrs
    Dalarna University, School of Humanities and Media Studies, German.
    Die Unterschiede der Lernstrategien bei den Schülern der Grundschule und den Schülern des Gymnasiums bei ihrem Fremdsprachenlernen.: Die Lernstrategien, die die Schüler bei ihrem Fremdsprachelernen nutzen und worin sich diese Strategien bei den Schülern der Grundschule und Schülern des Gymnasiums unterscheiden.2016Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this paper is to examine the different learning strategies among the students of primary and upper-secondary schools and their use by developing the different proficiencies of modern languages. This study will also try to clarify if and how these strategies differ between the students of primary and upper-secondary schools and what cognitive, metacognitive and social effective aspects lie beyond these differences.

    The data used in the presented paper is previous research made on different learning strategies and their use in the modern language education in primary and upper secondary schools. This paper also uses a number of interviews with the pupils from primary and upper-secondary schools in order to illustrate if and how the use of their strategies differs and what aspects contribute to this difference.

  • 75.
    Hoffmann, Grit
    Dalarna University, School of Humanities and Media Studies, German.
    Das Interesse für „moderna språk" in Schweden mit Beispiel der Kommune Filipstad für Grundschüler der Klassen sieben, acht und neun: Eine Untersuchung der Veränderungen in den Schuljahren 2009/2010, 2012/2013 und 2015/20162017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of my survey is to get an overview perspective of the interest in the modern foreign languages Spanish, French and German during the school years 2009/2010, 2012/2013 and 2015/2016 in Sweden, with the municipality of Filipstad as a concrete example. This survey is relevant due to the fact that students are opposing to learn a second foreign language, in spite of the request of multilingual personnel is increasing.

    Many scientific reports, articles and announcements points out the decreasing interest in modern foreign languages for Swedish students as an issue.

    The method of this survey is quantitative. The result is positive since it presents a slow and slight growth in the interest in modern foreign languages.

  • 76.
    Hård af Segerstad, Jonas
    Dalarna University, School of Humanities and Media Studies, German.
    Erzählsituationen und narrative Unzuverlässigkeit : Thomas Manns Buddenbrooks aus narratologischer Sicht 2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 77.
    Inose, Hiroko
    et al.
    Dalarna University, School of Humanities and Media Studies, Japanese.
    Aronsson, Mattias
    Dalarna University, School of Humanities and Media Studies, French.
    Fjordevik, Anneli
    Dalarna University, School of Humanities and Media Studies, German.
    Fan activities applied to online university education2016Conference paper (Other academic)
    Abstract [en]

    The presentation discusses a possible way of adapting internet fan activities to the academic level online education. At the Dalarna University (Sweden), which is specialized in online education, there was a three-year project called “Informal Learning Environment”, which explored the educational aspects of fan activities, and the possible ways to apply them in language (French, German, Japanese, Portuguese) and literature courses.

    The educational effects of fan activities are mentioned by various authors (e.g. James Paul Gee), and we focused on two activities, Fan Fiction and Scanlation.

    In the Fan Fiction exercise, the students in French and German Literature had an introduction on Fan Fiction, then were asked to choose one of the literary works studied during the semester, and write a short fictional story based on it. Each student uploaded his/her text to the learning platform and then received peer-feedback from others.

    In the Scanlation exercise, a group work was designed for the Translation course (Japanese-English translation). Students formed groups of threes and fours and each group translated two different chapters from Shisso Nikki, a manga by Hideo Aduma. They had two weeks to work together, and then the translations were uploaded to the learning platform. Each student then gave comment and feedback to the chapters translated by other groups.

    In all courses, students were asked to evaluate the activities afterwards. The evaluation focused on if they enjoyed the activity, what they learned, and what the peer-feedback meant to them. Since we teach only online courses, the web-based interaction becomes very central. This is also the case in fan communities. Therefore, our hypothesis is that connecting fan activities with web-based teaching may be a way to develop and improve the formal academic learning environment.

  • 78.
    Inose, Hiroko
    et al.
    Dalarna University, School of Humanities and Media Studies, Japanese.
    Edfeldt, Chatarina
    Dalarna University, School of Humanities and Media Studies, Portuguese.
    Fjordevik, Anneli
    Dalarna University, School of Humanities and Media Studies, German.
    Fan Culture as an Informal Learning Environment: Presentation of a NGL project2012In: NGL 2012 NEXT GENERATION LEARNING CONFERENCE February 21–23, 2012 Falun, Sweden : CONFERENCE PROCEEDINGS, Falun: Högskolan Dalarna , 2012, p. 105-112Conference paper (Refereed)
    Abstract [en]

    Fan culture is a subculture that has developed explosively on the internet over the last decades. Fans are creating their own films, translations, fiction, fan art, blogs, role play and also various forms that are all based on familiar popular culture creations like TV-series, bestsellers, anime, manga stories and games. In our project, we analyze two of these subculture genres, fan fiction and scanlation.

    Amateurs, and sometimes professional writers, create new stories by adapting and developing existing storylines and characters from the original. In this way, a "network" of texts occurs, and writers step into an intertextual dialogue with established writers such as JK Rowling (Harry Potter) and Stephanie Meyer (Twilight). Literary reception and creation then merge into a rich reciprocal creative activity which includes comments and feedback from the participators in the community.

    The critical attitude of the fans regarding quality and the frustration at waiting for the official translation of manga books led to the development of scanlation, which is an amateur translation of manga distributed on the internet. 

    Today, young internet users get involved in conceptual discussions of intertextuality and narrative structures through fan activity. In the case of scanlation, the scanlators practice the skills and techniques of translating in an informal environment. This phenomenon of participatory culture has been observed by scholars and it is concluded that they contribute to the development of a student’s literacy and foreign language skills. Furthermore, there is no doubt that the fandom related to Japanese cultural products such as manga, anime and videogames is one of the strong motives for foreign students to start learning Japanese.

    This is something to take into pedagogical consideration when we develop web-based courses. Fan fiction and fan culture make it ​​possible to have an intensive transcultural dialogue between participators throughout the world and is of great interest when studying the interaction between formal and informal learning that puts the student in focus

  • 79.
    Juin, Maria
    Dalarna University, School of Humanities and Media Studies, German.
    Wunderland von Tom Tirabosco: eine Graphic Novel im schwedischen Deutschunterricht2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [de]

    Diese Arbeit untersucht, wie man mit einer Graphic Novel im schwedischen Deutschunterricht arbeiten kann. Heute beschäftigen sich Kinder und Jugendliche in ihrer Freizeit mit einer Vielzahl von verschiedenen Medien aus Wort und Bild. Dieses Interesse und Können der Schüler kann man im Klassenzimmer nutzen.

    Die Arbeit beschreibt, wie Wort und Bild in Graphic Novels zusammenwirken und geht näher auf das Werk Wunderland von Tom Tirabosco ein. Außerdem wird Literatur über Lernprozesse im Fremdsprachenunterricht untersucht, um anschließend Unterrichtsentwürfe zu entwickeln.

  • 80.
    Juvas Sjöström, Sara
    Dalarna University, School of Humanities and Media Studies, German.
    "Darf ich Sie um das Du bitten?": Eine Untersuchung über die Entwicklung der Anredeformen und Titulaturen anhand von deutsch(sprachig)en Anstandsbüchern (1910-1990)2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 81.
    Juvas Sjöström, Sara
    Dalarna University, School of Humanities and Media Studies, German.
    "Darf ich Sie um das Du bitten?": Eine Untersuchung über die Entwicklung der Anredeformen und Titulaturen anhand von deutsch(sprachig)en Anstandsbüchern (1910-1990)2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 82.
    Kemmer, Hans
    Dalarna University, School of Humanities and Media Studies, German.
    Vergleich des Deutschlandbildes in Heines Harzreise 1824 und in Deutschland. Ein Wintermärchen2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 83.
    Kinding, Björn
    Dalarna University, School of Languages and Media Studies, German.
    Die bibelübersetzung Martin Luthers: eine soziolinguistische analyse der absicht, der methode und der auswirkung2011Independent thesis Advanced level (degree of Master (Two Years))Student thesis
    Abstract [un]

    Brundin (2004, S. 63) sagt, dass sich die Reformation „um einen Kampf handelte, der Auswirkungen auf die ganze gesellschaftliche Struktur hatte.“ Das Ziel dieser Arbeit ist die Absichten hinter, die linguistischen Methoden und die sozialen Auswirkungen der Bibelübersetzung Luthers festzustellen, und dadurch die Aussage Brundins zu bestätigen bzw. widerlegen. Es wurde gefunden, dass Martin Luther die Bibelübersetzung und die Reformation in enger Zusammenarbeit mit seinen Kollegen an der Leucorea Universität und unter Führung des sächsischen Kurfürsten, Friedrich III., durchgeführt hat. Dabei haben die verwendeten linguistischen Methoden eine Schlüsselrolle gespielt, und viele heute bekannten wissenschaftlichen Theorien sind praktisch umgesetzt worden. Dazu gehören die Sapir-Whorf-Hypothese, die Defizit- bzw. die Differenzhypothese und die Diskurstheorie. Die Reformation hat eine gewaltige Machtverschiebung zur Folge, wo der Klerus dem Adel viele Rechte abgeben müsste, und die neu erzeugte Sprache der Lutherbibel hat zu einer deutschen Einheitssprache und die Erstehung eines deutschen Nationalstaates geführt. Als Schlussergebnis kann die Aussage Brundins klar bestätigt werden.

  • 84.
    Kinding, Björn
    Dalarna University, School of Languages and Media Studies, German.
    Wirklichkeit und Fiktion in Günter Grass Im Krebsgang: Eine erzähltheoretische Analyse2010Independent thesis Basic level (degree of Bachelor)Student thesis
    Abstract [un]

    Die Novelle, Im Krebsgang, von Günter Grass ist eine Mischung aus Zeitgeschichte, persönlicher Biografie des Autors und lebhafter Fantasie. Diese Komponenten auseinanderzuhalten könnte die Verständigung der Novelle verbessern. Nach den Annahmen, dass der engste Personenkreis um die Familie Pokriefke Fiktion ist, und die Geschichten um den U-Boot-Kommandanten Marinesko, den Medizinstudenten Frankfurter, den Nationalsozialisten Gustloff und das KdF-Schiff Wilhelm Gustloff faktual sind, wurden sechs Textabschnitte ausgewählt. Durch eine literaturwissenschaftliche Analyse dieser Textabschnitte wurden sechs Punkte gefunden, die die Trennlinie zwischen den fiktionalen und faktualen Textabschnitten identifizieren. Gefunden wurde, dass in den faktualen Texten der Erzähler immer auktorial, aus großer Distanz berichtet, und immer von der Fokalisierung getrennt ist. In den fiktionalen Texten aber liegt immer die Fokalisierung beim Erzähler, der stets szenisch erzählt.

  • 85.
    Korol, Katarzyna
    Dalarna University, School of Humanities and Media Studies, German.
    Die Schuldarstellungen in der DDR: Analyse von einigen Texten nach der Wende2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 86.
    Larsson, Linda
    Dalarna University, School of Languages and Media Studies, German.
    Didaktisierungsmodell zu Ben liebt Anna von Peter Härtling2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 87.
    Leire Heim, Maria
    Dalarna University, School of Languages and Media Studies, German.
    Borchert und Beckmann: Biographische Berührungspunkte Wolfgang Borcherts in seinem Drama Draußen vor der Tür2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [de]

    Nachkriegsliteratur, oder Kahlschlags- bzw. Trümmerliteratur wurde zwischen 1945 und 1950 geschrieben. Es war die junge Schriftstellergeneration in der Westzone, die von ihren Erfahrungen mit dem Nationalsozialismus, dem Krieg, dem Leben in Trümmern schrieb. Die Themen dieser Literatur sind demnach Krieg, Tod, Untergang, Gefangenschaft, Trümmer, Heimkehr und Überlebungskampf. Wolfgang Borcherts Drama Draußen vor der Tür ist das wichtigste Beispiel für die Trümmerliteratur und eins der wenigen Dramen, das in der Nachkriegszeit großes Publikum fand. In seinem Drama Draußen vor der Tür, das Borchert einige Monate vor seinem Tod im Jahre 1947 schrieb, geht es um einen Soldaten, Beckmann, der nach 3 Jahren Gefangenschaft in Sibirien in seine zertrümmerte Heimat zurückkehrt. Das Drama wird als ein Protestschrei gegen den Krieg gesehen. Mit Wolfgang Borcherts Lebensgeschichte als Hintergrund entstand die Frage, welche biographischen Berührungspunkte sich in Borcherts Drama Draußen vor der Tür finden lassen, also welche persönlichen Erlebnisse, Erfahrungen, Eigenschaften und Werte werden in seinem Drama widergespiegelt oder zum Ausdruck gebracht.

  • 88.
    Lindgren, Charlotte
    et al.
    Dalarna University, School of Humanities and Media Studies, French.
    Fjordevik, Anneli
    Dalarna University, School of Humanities and Media Studies, German.
    NGL-projekt vid Högskolan Dalarna: 1. Anneli Fjordevik intervjuas av Charlotte Lindgren2016Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    NGL-projekt vid Högskolan Dalarna inom språkavdelningen som handlar om informella internetbaserade lärmiljöer.

  • 89.
    Meyer, Lars
    Dalarna University, School of Humanities and Media Studies, German.
    Sein oder Nichtsein, das ist hier die Frage: Die Rolle der Grammatik im schwedischen DaF-Unterricht2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this paper I have been aiming to thoroughly investigate the implementing of grammar in the Swedish German-as-foreign-language tuition. The main tool for my survey was to use a questionnaire-form directed towards GFL-teachers. The teachers are all teaching in the 6th to 9th grade of primary school (högstadiet) or 1st to 3rd grade in the Swedish gymnasium (an equivalent to the US senior high school). The central Bureau of education in Sweden (Skolverket) has as of now no clear ruleset for neither the method nor the extent of grammar in the GFL-courses and its focus lies primarily on the fluency and clarity of the produced language (both written as well as spoken). What might cause a stir, is the interpretation of the term "clarity" (in Swedish: "tydlighet") and it can also leave a great space for free reading and implementing that overtime could have evolved into a varied quality of tuition that above all depends on the interpretation or the preferences of the tutor. I have not engaged in the task of explaining this term, but rather strived to find out how other teachers do. It all runs down to the question: How do the GFL-teachers in Sweden de facto teach?

    My surveys result in regard to the first question: "how do GFL-teachers teach?" ended with a little less than half (43,33%) of the teachers using "traditional" methods whereas the majority (56,66) were to perceive as "modern". The second question "how do GFL-teachers find the Commentary materials?" 33,3% saw the GFL-tuition materials from Skolverket as sufficient, 30% as insufficient and the rest had no opinion. The most mentioned shortcoming of the commentary was undoubtedly the lack of examples.

  • 90.
    Meyer, Lars
    Dalarna University, School of Humanities and Media Studies, German.
    Sein oder Nichtsein, das ist hier die Frage: Die Rolle der Grammatik im schwedischen DaF-Unterricht2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this paper I have been aiming to thoroughly investigate the implementing of grammar in the Swedish German-as-foreign-language tuition. The main tool for my survey was to use a questionnaire-form directed towards GFL-teachers. The teachers are all teaching in the 6th to 9th grade of primary school (högstadiet) or 1st to 3rd grade in the Swedish gymnasium (an equivalent to the US senior high school). The central Bureau of education in Sweden (Skolverket) has as of now no clear ruleset for neither the method nor the extent of grammar in the GFL-courses and its focus lies primarily on the fluency and clarity of the produced language (both written as well as spoken). What might cause a stir, is the interpretation of the term “clarity” (in Swedish: “tydlighet”) and it can also leave a great space for free reading and implementing that overtime could have evolved into a varied quality of tuition that above all depends on the interpretation or the preferences of the tutor. I have not engaged in the task of explaining this term, but rather strived to find out how other teachers do. It all runs down to the question: How do the GFL-teachers in Sweden de facto teach? My surveys result in regard to the first question: “how do GFL-teachers teach?” ended with a little less than half (43,33%) of the teachers using “traditional” methods whereas the majority (56,66) were to perceive as “modern”. The second question “how do GFL-teachers find the Commentary materials?” 33,3% saw the GFL-tuition materials from Skolverket as sufficient, 30% as insufficient and the rest had no opinion. The most mentioned shortcoming of the commentary was undoubtedly the lack of examples.

  • 91.
    Michel, Laetitia
    Dalarna University, School of Languages and Media Studies, German.
    Das Fremde in dem Roman Schwager in Bordeaux von Yoko Tawada2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 92.
    Neubauer, Dana
    Dalarna University, School of Languages and Media Studies, German.
    Oma, ein Werk von Peter Härtling für den Deutschunterricht Stufe 32013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 93.
    Nygren, Anna
    Dalarna University, School of Humanities and Media Studies, German.
    Weiblichkeit als Krankheit oder Wirklichkeit: Krankheitsmotive in Ingeborg Bachmanns Malina 2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 94.
    Olsson, Birgitta
    Dalarna University, School of Languages and Media Studies, German.
    Crazy von Benjamin Lebert im Deutsch als Fremdspracheunterricht: Literatur als Lernziel auf Deutsch Stufe 52011Independent thesis Basic level (degree of Bachelor)Student thesis
  • 95.
    Olsson, Pia
    Dalarna University, School of Humanities and Media Studies, German.
    Eine rhetorische Analyse von einer Rede AngelaMerkels2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 96.
    Osswald, Juliane
    Dalarna University, School of Humanities and Media Studies, German.
    Intertextualität und Gesellschaftdebatte in Jelineks Die Schutzbefohlenen 2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [de]

    Diese Examensarbeit untersucht die Intertextualität und die Hintergrundinformation des Theateressays die Schutzbefohlenen von Elfriede Jelinek. Es werden dabei aktuelle Ereignisse untersucht und die von Jelinek angegebenen Intertexte.

  • 97.
    Partanen, Susanne
    Dalarna University, School of Languages and Media Studies, German.
    Opfer- und Schuldthematik in der Holocaustliteratur- Ein Vergleich zwischen Bernhard Schlinks Der Vorleser und Leonie Ossowskis Stern ohne Himmel2008Independent thesis Basic level (degree of Bachelor)Student thesis
  • 98.
    Persson, Anna
    Dalarna University, School of Humanities and Media Studies, German.
    Figuren und Handlung im Theaterstück Groß und klein von Botho Strauß2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 99.
    Pettersson, Karin
    Dalarna University, School of Languages and Media Studies, German.
    Hästfot, bockfot oder horbock?: Verhaltensweisen zum Stil in schwedischen Übersetzungen von Kleists Der zerbrochene Krug2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [de]

    In dieser Arbeit werden drei schwedische Übersetzungen von Kleists Komödie Der zerbrochene Krug in Bezug auf die Verhaltensweisen zum Stil analysiert, die in den Übersetzungen zum Ausdruck kommen. Die Analyse betrifft vor allem solche stilistischen Mittel, die Werner Koller formal-ästhetische Qualitäten nennt, so wie Sprachspiel, den Blankvers oder Metaphorik. Ich habe einerseits versucht zu entscheiden, ob die Übersetzungen des betreffenden Stilmittels in erster Linie ziel- oder ausgangssprachlich ausgerichtet sind, andererseits inwiefern der stilistische Aspekt bei den Übersetzern überhaupt einen hohen Stellenwert hat oder ob er pragmatischen Rücksichten den Vorrang lassen muss.

    Die Übersetzungen weisen große Unterschiede auf. In Nils Personnes Übersetzung hat die Stiltreue im Verhältnis zur pragmatischen Adaption einen sehr hohen Stellenwert und er versucht den Stil durch ausgangssprachliche Mittel zu bewahren. In Carl-Edward Nattséns Übersetzung dagegen hat die pragmatische Adaption den höchsten Stellenwert, doch in den Fällen, wo er den Stil überhaupt wiedergibt, tut er das abwechselnd mit ziel- bzw. ausgangssprachlichen Mitteln. Nur in Horace Engdahls Übersetzung fällt eine überwiegend zielsprachliche Ausrichtung mit einem hohen Stellenwert des stilistischen Aspekts zusammen und nur dann wird der Stil im Sinne Kollers formal-ästhetischer Qualitäten in einem höheren Grad wiedergegeben. Die verschiedenen Strategien können mit den verschiedenen Zwecken der Übersetzer zusammenhängen, sowie mit den Übersetzungsidealen, die vorherrschend waren, als die Übersetzungen geschrieben wurden

  • 100.
    Pettersson Schaletzky, Kerstin
    Dalarna University, School of Humanities and Media Studies, German.
    Sprache als Werkzeug: Erzählstil und Bildlichkeit in der Sprache von Herta Müller bezüglich der Erzählungssammlung Niederungen 2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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