It is in the nature of the type of research conducted here that research results cannot be considered generalizable or definitive. More specifically (if negative) and in connection with higher education, she states in her criticism of the. But again the question must be asked about the position of the arts and humanities in the transforming higher education system.
The following is an explanation of the vision of the White Paper in terms of the place it assigns to the arts and humanities in higher education. It is the essence of modern society with its interest in data and information. I believe that language and especially literary science can contribute significantly to the development of both.
Thus Giddens narrows down what he means by 'textual autonomy': it is found in "the multiplicity of readings that texts can generate". But this also means focusing on the role of the student as a reader, as a receiver of literary texts and not as a writer or critic in a foreign language.
Introduction
The optional course on older literature was taught by a colleague who had a different teaching style than the one I prefer. I mention this because the student who took that course clearly struggled with my teaching style. The reason for this may have been that she was a mature student and the only native (Swiss) German speaker in the group.
The others were all competent third-language German speakers and belonged to the traditional age group of residential university students. Finally, three of the students were enrolled in a humanities degree, while the fourth was in his final year of a Bachelor of Science degree. The objectives of the classroom project we undertook were primarily for the students to become culturally aware, or rather, because there was already cultural awareness (probably due to their background), to deepen it.
Secondly, coupled with the (deepened) cultural awareness, an aim was to foster critical reflection both with regard to the individual and to broader societal issues. Thirdly, and closely connected to the other two aims, a goal was to make students critically aware of language as discourse. Therefore the approach chosen was one of hermeneutic process, both in the classroom and in dealing with literary texts, combined with elements of functional grammar, the latter with the particular intention of the students gaining insight into the construction and workings of literary language and discourse.
Description of the project
Students were given a number of other, non-literary texts for further reading and discussion during the semester. If I deal with the teaching process more precisely, at the beginning of the semester, the students were given two documents that I compiled on mainly theoretical and philosophical aspects of learning literature (and to a lesser extent teaching) (Appendix B). In the case of Katharine Blum, we analyzed the first (short) chapter in this way to get a sense of how the theme of the novel is treated in the narrative.
With Der Vorleser we have analyzed the opening chapters of each of the three 'books' that make up the novel. From these beginnings we tried to connect the analysis with the wider context of the novels themselves. During the semester students were expected to complete five assignments which together with their journals formed their grade in the class.
The first task required students to write a plot summary of a novel after watching a video. The second exercise was to analyze the second (short) chapter of the novel with the tools of functional grammar and to interpret the meaning of this text in terms of the narrator's thinking about the storytelling process. The goal was to use analytical tools in the text and begin to connect the analysis with the wider context of the (entire) novel.
The third exercise was intended to place the novel in the context of the author's oeuvre. The students had to collect biographical information and information about the author's other works and connect thematically with the novel in question.
Evaluation
A)4 Once the terms had been applied in class to a text, however, some of the confusion disappeared: "I did not understand or grasp [field, tenor and mode]. The students' perception of the strangeness and in some cases the incomprehensibility of functional grammar changed , when we applied it to the second novel, with some caveats: There must be a good reason for doing it though, maybe it emphasizes the purpose of the story.
I actually don't mind [analyzing and interpreting the text grammatically] – it helps quite a bit to understand the genre and purpose of the story. Again, we understood tenor, mode + field, -> much better this time, possibly because we looked at it repeatedly and the reinforcement of the Grammar lessons. Today we decided how our conclusions from the small text analyzed last week could be seen in terms of the whole Teil [section], which was interesting.
Some entries focused on enjoyment of the respective classroom or frustration as noted above. It was only after I had read the additional material that I was able to begin to work on the central aspects of the novel". 34;It is useful in trying to understand the style and purpose of the text"; another "found it very usefull [sic] for explanation, especially when I was re-learning grammar terms".
All respondents had reservations about their understanding of the general objectives of the course, that is, they were not sure what they were. The last two questions of the questionnaire dealt with suggestions for improving the overall learning and teaching experience, and with general comments.
Discussion
Everyone in the group had a good command of the language and everyone could especially read with excellent comprehension. But this does not mean that a functional-grammatical approach should be completely abolished, depending of course on the students and on the method of introducing the concepts of the theory in the way outlined above (i.e. proceeding inductively rather than deductively to go). Nor did the collaborative maintenance of this critical space always occur, evidenced by the students' intuitive perception of the power vested in the teacher (as with 'more' knowledge), as well as their expressed desire for more discussion. , as indicated. out above.
Given this background, it is not surprising that some students also do not seem to have developed critical dispositions, at least with regard to dealing with the material in the classroom. This led me to examine the place that the literary study of a second and foreign language might have in developing the capacities that are. This is an important factor, as it establishes action on both the writer's and the reader's side, and enables an examination of the relationship between them.
Even if there is an interpretation, it is likely to be an attempt to assess what the author of the text actually meant. This would influence students not only to think about their own learning, but also to go beyond the level of material taught in the classroom and begin to think about the assumptions of the discipline itself. This could occur if discourse is shown to operate not only at the level of textual material, but also at the level of cultures and traditions, including those pertaining to the discipline itself.
I only translated from German where I felt it was necessary to understand the class process. Language has a representational foocuon: we use it to encode the w e ^ r i e n s of the world, that wn^y$a|Betitfe#reaKtv.
Prozesstypen
Sie wissen, welches Verständnis eine Disziplin umfasst, wie sie sich entwickelt hat (also historisches Wissen) und können Ihr eigenes Wissensinteresse formulieren und begründen. Sie können die Annahmen und Ergebnisse einer Disziplin kritisch hinterfragen und sind in der Lage, neues Wissen zu entwickeln. Was sollten Sie tun und was sollte ich (als Lehrer) tun, um alle Niveaus zu berücksichtigen.
Du motivierst dich selbst, du kannst selbstständig lernen; Sie versuchen, den Lernstoff in einem größeren Kontext zu sehen und neues Wissen mit bereits Bekanntem zu kombinieren. Sie sind motiviert, erfolgreich zu sein, zum Beispiel gute Noten zu bekommen; man lernt mit oder ohne Verständnis größerer Zusammenhänge. Man lernt, damit man nicht stecken bleibt; Sie reproduzieren das, was Ihnen gesagt wird, unkritisch und manchmal ohne Verständnis; Man lernt Fakten einfach kennen und vergisst sie schnell wieder, ohne den Kontext oder die Bedeutung der Sache zu verstehen.
Was mussten Sie tun und was musste ich (als Lehrer) tun, um dieses Lernen zu erreichen?
Wie kommt es zum Verstehen?
Allerdings basiert diese Vereinbarung häufig auf Zwang, da einer der Gesprächspartner im Dialog mehr Macht hat als der andere und daher seine Meinung als die einzig richtige durchsetzen kann. In der Literatur könnte der Autor eines Textes eine solche Machtposition innehaben (Autor hat mit Autorität zu tun!). Jedes Subjekt mit Sprech- und Handlungskompetenz darf an einem Diskurs teilnehmen.
We even call someone rational if he expresses a desire or an intention, expresses a feeling or a mood, shares a secret, confesses an action, etc., and is then able to reassure critics regarding the revealed experience through practical consequences to pull it off and then behave consistently. Please include your suggestions for improving the course regarding the materials (including prescribed works). Es gibt einen Film zu Bolls Katharina Blum und een English Ubersetzung von Schlinks Vorleser ('The Reader').
Die verlorene Ehre der Katharina Blum
Analyse der ersten zwei Abschnitte der Katharina Blum
