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"Ubersetzung als D"Ubungsform und Fertigkeit im Fremdsprachunterricht mit besonderer Ber"ucksigtigung von Praxis und M"oglichkeiten im DAF-Unterricht an s"udafrikanischen Schulen

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dc.contributor.author Menck K en
dc.date.accessioned 2016-09-22T11:02:39Z
dc.date.available 2016-09-22T11:02:39Z
dc.date.created 1983 en
dc.date.submitted 1991 en
dc.identifier.uri http://hdl.handle.net/20.500.11892/101720
dc.description.abstract This thesis examines the meaning, content, goals and methods of the teaching of German as a foreign language at high school level . Within this paradigm of foreign language teaching (FLT) the investigation focusses on the concept of translation. Answers are sought to the questions, whether and under what circumstances translation can play a role in the communicative teaching of German in South Africa. The thesis consists of three main sections. The first section is devoted to an investigation of the nature of translation: What is translations? What are its possibilities and limitations? How is it related to concepts of language (first, foreign), to text (literary, scientific, general) as the written or spoken manifestation of communication, to culture and to the translator? The second section considers the traditional and the present role of translation in FLT (German) at high school level in South Africa and (by way of comparison) inter alia in the Federal Republic of Germany. It is argued that up to the present, translation, is not what has been used in schools as a teaching method in FLT. The latter is found to be derived from and closely related to the traditional Grammar-Translation method of FLT, adapted in the nineteenth century from the method used in the teaching of Latin. This form of translation is unsuitable as a method in communicative FLT. It is proposed that translation from the foreign language into the mother tongue only on an appropriate level could be useful as a fifth communicative linguistic skill (besides the four main skills of listening, speaking, reading and writing). The third section investigates the traditional role of translation in FLT (German) in South Africa since the nineteenth century. The investigation concentrates on the role of translation in the public matriculation examination, in regional text books and in school syllabi for German from 1930 to 1989/90. It is shown that examinations (and examiners) rather than syllabi have determined what is taught and most strongly influenced teaching methods. This fact has prevented syllabi which have become increasingly skills and communication oriented since about 1950, from really influencing what has been taught and the methods used. The investigation highlights the fact that the Grammar-Translation method of FLT still plays a basic role in the teaching of German in South African schools. The latest syllabus (1985) and one regional text book based on it are found to have moved far away from this tradition in favour of modern communicatively oriented FLT. The study concludes rounded with a number of recommendations towards upgrading and modernising the teaching of German as a foreign language. The recommendations also cover the possible role of translation as a fifth skill in future syllabi, text books, examinations and teaching methods. en
dc.language German en
dc.subject 030 General linguistics en
dc.subject German language en
dc.subject Translation en
dc.title "Ubersetzung als D"Ubungsform und Fertigkeit im Fremdsprachunterricht mit besonderer Ber"ucksigtigung von Praxis und M"oglichkeiten im DAF-Unterricht an s"udafrikanischen Schulen en
dc.title.alternative Translation as a method and as a skill in foreign language teaching with special reference to current practice and possibilities in the FLT of German at South African schools en
dc.type Doctoral degree en
dc.description.degree DLitt en

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