Einfluss der Sprachbiographie auf das Erlernen des Deutschen als Fremdsprache am Beispiel von südafrikanischen Deutsch-Lernern im zweiten Lernjahr an der Stellenbosch University, Südafrika
| dc.contributor.advisor | Annas, Rolf | en_ZA |
| dc.contributor.advisor | Fandrych, Christian | en_ZA |
| dc.contributor.author | Kesslau, Moritz | en_ZA |
| dc.contributor.other | Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Modern Foreign Languages. | en_ZA |
| dc.date.accessioned | 2017-10-30T10:06:28Z | |
| dc.date.accessioned | 2017-12-11T10:56:39Z | |
| dc.date.available | 2017-10-30T10:06:28Z | |
| dc.date.available | 2017-12-11T10:56:39Z | |
| dc.date.issued | 2017-12 | |
| dc.description | Thesis (MA)--Stellenbosch University, 2017 | en_ZA |
| dc.description.abstract | ENGLISH ABSTRACT : The following study focuses on the writing skills of predominantly mother-tongue speakers of Afrikaans and English and how the language biography affects the acquisition of German as a foreign language in a South African teaching context at a tertiary educational institution (Stellenbosch University). This study shows that the areas of grammar in which errors occur in writing differ depending on the language biography of the student. Nonetheless, semantic and lexical errors can be found among the clear majority of students. It is evident, that most of those errors in the target language, German, are caused by interferences of the L1 or the L2 respectively. The majority of students in this study used strategies in which features of their mother-tongue interfered with the production of German. Those features of the L1 or L2 presumably interfered within the target language in almost every grammatical area. In addition, simplifications of complex grammatical structures could be found as one of the main strategies in the written production of German. Finally, given the results of this study, teachers can adjust their teaching focus on the tendencies which were pointed out. However, the teacher still needs to consider which of the tendencies is true for his or her teaching context. | en_ZA |
| dc.description.abstract | AFRIKAANSE OPSOMMING : Hierdie studie fokus op die skryfvaardighede van oorwegend Afrikaanse en Engelse moedertaalsprekers en hoe die aanleer van Duits as ’n vreemde taal in ’n Suid-Afrikaanse konteks aan ’n tersiêre onderwysinstelling (Universiteit Stellenbosch) deur taalbiografie beïnvloed word. Daar word bewys dat die grammatikale areas waarin skryffoute voorkom verskillend is en van die taalbiografie van die student afhang. Nogtans kom semantiese en leksikale foute by die meerderheid van die studente voor. Dit is duidelik dat die meeste foute in die teikentaal, Duits, deur die invloed van die L1 of L2 veroorsaak word. Die meeste studente wat aan die studie deelgeneem het, het gebruik gemaak van strategieë waarin die kenmerke van hulle moedertaal op die produksie van Duits inbreuk gemaak het. Die kenmerke van die L1 of L2 het vermoedelik in alle grammatikale areas van die teikentaal ingemeng. Daar is vasgestel dat die vereenvoudiging van ingewikkelde grammatikale strukture as een van die hoofstrategieë vir die skriftelike produksie van Duits geld. Gegewe die resultate van hierdie studie, word daar voorgestel dat leerkragte hulle onderrigfokus verander en eerder op die uitgeligte neigings fokus. Verder moet hierdie neigings ook vir elke konteks aangepas word. | af_ZA |
| dc.format.extent | III, 95 pages : illustrations (some colours) | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/10019.1/102806 | |
| dc.language.iso | ger | ger |
| dc.publisher | Stellenbosch : Stellenbosch University | en_ZA |
| dc.rights.holder | Stellenbosch University | en_ZA |
| dc.subject | German language -- Acquisition | en_ZA |
| dc.subject | German language -- Study and teaching -- South Africa | en_ZA |
| dc.subject | Language and languages -- Study and teaching -- Error analysis | en_ZA |
| dc.subject | German language -- Study and teaching -- Foreign speakers | en_ZA |
| dc.subject | UCTD | en_ZA |
| dc.title | Einfluss der Sprachbiographie auf das Erlernen des Deutschen als Fremdsprache am Beispiel von südafrikanischen Deutsch-Lernern im zweiten Lernjahr an der Stellenbosch University, Südafrika | en_ZA |
| dc.type | Thesis | en_ZA |