Masters Degrees (Modern Foreign Languages)

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Browsing Masters Degrees (Modern Foreign Languages) by browse.metadata.advisor "Dos Santos, Isabel"

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    Aschenputtel und ihre Schwestern : Frauenfiguren im Marchen : eine Kontrastierung des Grimmschen Aschenputtel von 1857 mit Aschenputtelerzählungen des 20. und 21. Jahrhunderts
    (Stellenbosch : Stellenbosch University, 2008-12) Wittmann, Gerda-Elisabeth; Dos Santos, Isabel; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Modern Foreign Languages.
    It has been widely assumed that the portrayal of women in fairytales subscribes to somewhat outdated and stereotypical modes of representation.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.
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    Romantik in der Postmoderne : Christian Krachts Faserland
    (Stellenbosch : Stellenbosch University, 2014-04) Crous, Emile David; Dos Santos, Isabel; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Modern Foreign Languages.
    ENGLISH ABSTRACT: This thesis investigates Romantic motifs in Postmodernism, especially Romantic motifs in Christian Kracht’s postmodern pop novel Faserland. Although in many aspects the era of German Romanticism (ca. 1798 – 1835) in literary history is seen as completed, Romanticism, as demonstrated in this thesis, still plays a significant role in today's postmodern literature. Even though discussions on this subject already exist, by theorists such as Blanning, Safranski and Lüthe, whose views provide the theoretical foundations for this hypothesis, concrete text investigations were yet still absent until now. Based on a comparison between themes and motifs of well-known Romantic texts, such as Heinrich von Ofterdingen (Novalis) , Aus dem Leben eines Taugenichts (Joseph von Eichendorff) as well as Der Sandmann (E.T.A. Hoffmann), and Christian Kracht’s postmodern Faserland, the continuity of Romanticism is illustrated in this study. The study not only provides an in depth analysis of the mentioned texts, but also, by means of comparison, clearly illustrates and evaluates to which extent Romantic thought has altered in a postmodern context.
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    Suggestopaedie als alternative Methode in der aktuellen Diskussion zu Fremdsprachenmethoden : Theorie und Praxis im sudafrikanischen DaF-Kontext
    (Stellenbosch : Stellenbosch University, 2013-12) Britz, Lize; Dos Santos, Isabel; Schramm, Karen; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Modern Foreign Languages.
    ENGLISH ABSTRACT: The following thesis aims to contribute to the field of teaching German as a foreign language. It investigates the evolutionary history of Suggestopaedia, an alternative teaching method which originated during the late 1970s. The Bulgarian psychiatrist, Dr. Georgi Lozanov, discovered that relaxation and a stress-free environment promote both accelerated learning and memory retention. Further research proves that the combined elements and techniques of this method play a significant role to positively manipulate brain activity as well as individual perceptions, which could eventually result in the development of the personality. The author of this study analyses both the contributions and shortcomings of Suggestopaedia, reporting from personal experience gathered while teaching at a university in South Africa, and subsequently suggests an altered version of the suggestopaedic teaching ways. Various foreign language teaching methodologies are examined and evaluated while the main focus remains on Suggestopaedia and its principle of holistic learning. By exploiting the eclectic aspects of the suggestopaedic teaching method, this thesis investigates to what extent selected elements of different conventional methods can be integrated into Suggestopaedic teaching. Thereby the author ultimately proposes a holistic, enriched and modernized variant of Lozanovs Suggestopaedia for the teaching of German at schools in South Africa, by demonstrating practical examples executed at a private school.
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    Zugehörigkeit trotz Ortlosigkeit. Eine kulturwissenschaftliche Betrachtung des Jugendromans Dazwischen : Ich von Julya Rabinowich. Mit einem Didaktisierungsvorschlag.
    (Stellenbosch : Stellenbosch University, 2018-12) Van Wyk, Mizan; Dos Santos, Isabel; Schier, Carmen; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Modern Foreign Languages.
    ENGLISH ABSTRACT: Dazwischen: Ich (2016) is a young-adult novel, set in a German-speaking country, which follows the experiences of Madina, a refugee teenage girl, and her family in their struggle to recreate belonging in a new environment. As the novel is written from Madina’s perspective, its study addresses a gap in current research on belonging, which often does not focus on the experience of belonging from the individual’s perspective. The title of the novel alludes to a state of rootlessness (Ortlosigkeit), and thus also addresses a second gap in current research on belonging. Due to globalisation, belonging can no longer be viewed as a rooted experience (Pfaff-Czarnecka 2012). Therefore, this thesis argues that belonging can be created despite rootlessness (Ortlosigkeit), in other words: belonging can be created anywhere. Based on the aforementioned research gaps, the following thesis aims to make a contribution to the field of German Cultural Studies by examining the theme of ‘belonging’ against a backdrop of rootlessness with the novel Dazwischen: Ich as a literary object of investigation. As an extension of this thesis, and addressing the relevance of literature as part of the subject German as a Foreign Language (GFL; Deutsch als Fremdsprache), parts of the novel have been didactized and carried out as a teaching sequence with a group of grade 10 learners, who have GFL as a school subject. The aim of the didactization and teaching sequence is to emphasise the value of literary texts for GFL and to prove that cultural knowledge can be obtained through working with a literary text, thereby opening channels for discussion about ‘belonging’, not only in the novel and in German-speaking countries, but also in their own lives and own country i.e. South Africa.
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    Zum Einsatz und Nutzen suggestopadischer Unterrichtselemente in Integrationskursen am Beispiel des Handlungsfeldes medizinische Versorgung
    (Stellenbosch : Stellenbosch University, 2014-04) Kulesza, Daniel; Steinmann, Siegfried; Dos Santos, Isabel; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Modern Foreign Languages.
    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.