Textanalyse Erwin Strittmatter - Der Kohlweißling (aus dem Schulzenhofer Kramkalender ) Inhaltsverzeichnis 1. Textanalyse. 1 1.1. Das Temporalnetz. 2 1.2. Das Lokalnetz. 2 1.3. Das Personalnetz. 3 1.4. Das Referenznetz. 4 1.5. Das Modalnetz. 4 1. Textanalyse Dieser
24.02.2016 Gedichtinterpretat­ion D. K. Das Sonett Vergänglichkeit der Schönheit (1679) ist von Christian Hofman von Hofmannswaldau verfasst. Es thematisiert die Vergänglichkeit des Menschen, sowie die durch den Alterungsprozess bedingten körperlichen Veränderungen und evoziert
Literary Reading in EFL classroom - “Clothes” by Chitra Banerjee Divakaruni
Dealing with literary texts has many great benefits for teaching English as a foreign language (cf.
Diehr and Suhrkamp 2015: 21). For instance, literary texts offer learners various perspectives on the target language as well as on the social and cultural situations of foreign countries (cf. ibid.). They provide opportunities to address concepts of reality and thus contribute to personal development of learners (cf. ibid.).
So, literature is an inevitable component of teaching English at secondary schools, and however, the many benefits of literary reading are well-known, the educational policy developments, such as “Bildungsstandards für den mittleren Schulabschluss“ (BiSta) reveal considerable gaps (cf. ibid.).
In the course of the development of BiSta, it became clear that literary competences are quite difficult to capture (cf. ibid.). This might be one essential reason for the fact that the reception of literary texts is often identified with pure information retrieval (cf. ibid.). But literary reading or more precisely literary competencies require more than just reproducing the main statements of a literary text (cf. ibid.).
Accordingly, a number of other skills and abilities (competencies) have to be developed in order to make literary texts educationally significant and to fully develop their potential in terms of language learning, personal growth of learners etc.
In order to fill this crucial gap, literature didactics have attempted to model concepts of literary competence in recent years, which refer to competencies of literary reading (cf. ibid).
But up to now, none of these approaches could be integrated into the curriculum standards. An essential reason for this might be that an agreement on a model (of literary reading) could not be reached yet and that the issue of grading literary competences is still largely unresolved (cf. ibid. and Burwitz-Melzer 2007: 127 ff.).
Anyhow, one attempt towards filling the gaps in the educational policy standards is the model of literary reading and understanding, created by Burwitz-Melzer.
One purpose of this paper therefore is to examine why literature didactics had to come up with literary .....[read full text]
Before presenting the model of literary reading for the foreign language classroom, it is first of all necessary to outline the meaning of the term ´competence´ (cf.
Burwitz-Melzer 2007: 137).
According to Groeben (2002: 13) the term ´competence´ comprises both: combination of skills and ability for use (2007: 137). Moreover, the Organisation for Economic Co-operation and Development (OECD), DeSeCo Project (2005) report, states:
A competency is more than just knowledge and skills.
It involves the ability to meet complex demands, by drawing on and mobilising psychosocial resources (including skills and attitudes) in a particular context. For example, the ability to communicate effectively is a competency that may draw on an individual’s knowledge of language, practical IT skills and attitudes towards those with whom he or she is communicating. (OECD 2005: 4)
Relating to these definitions, the term “competence” implies an individual’s abilities and skills which should be applied in practical an.....