Faculty of Arts and Social Sciences

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The Faculty of Arts and Social Sciences provides a dynamic and interactive learning environment to its students focusing in particular on preparing our graduates for an ever-growing knowledge-based society and economy.

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"Andere machen hier Urlaub, ich lebe hier!" - Deutschland- und Sudafrikabilder und die Reprasentation von 'Lifestyle' im Diskurs deutschsprachiger Lifestyle-MigrantInnen im sudlichen Afrika
(Stellenbosch : Stellenbosch University, 2019-04) Zimmermann, Dana Mercedes; Annas, Rolf; Zabel, Rebecca; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Modern Foreign Languages.
ENGLISH ABSTRACT: „Others come here for vacation, I live here!“ The discursive constructions of Germany and South Africa and the representation of ‘life-style’ in the discourse of German-speaking lifestyle-migrants in Southern Africa This work deals with the discursive constructions of Germany and South Africa in the discourse of German-speaking lifestyle-migrants in Southern Africa. The main purpose of this study is to reconstruct discursive content based on material from the German-speaking online-forum Südafrika-Forum. The findings of this study will then be implemented to explain lifestyle mi-gration as a social phenomenon. While the findings can possibly shed a light upon lifestyle-migration, this study also acknowledges the recent findings about lifestyle migration in sociology to this day. Lifestyle migration, which is typically described as the mobilization of relatively affluent individuals (mostly Westerners), who migrate in search for a better way of life, leads to the concept of lifestyle itself, which shall also be outlined in detail during this work. The discourse analysis in this study will then be contextualized by reflecting the mentioned aspects. The reconstruction of representations of Germany and South Africa in the discourse of German-speaking lifestyle migrants in Southern Africa therefore also contribute to the German-South African contact dis-course and to the migration discourse as well, by elaborating the dreams, aspirations and desires of the relatively affluent German-speaking lifestyle migrants in Southern Africa.
Deutschland und Fragen der Identität in Liedtexten von Herbert Grönemeyer
(Stellenbosch : Stellenbosch University, 2008-03) Brunke, Renate Linda; Annas, Rolf; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Modern Foreign Languages.
ENGLISH ABSTRACT: This thesis investigates the representation of Germany and questions of identity in selected lyrics by the German pop singer Herbert Gronemeyer. Under the aspect of alterity, identity constructions are uncovered and it is shown how questions of identity in Germany are taken up by Gronemeyer at different historical points in time. The thesis shows that Gronemeyers lyrics reflect the time, into which he writes but also speak into this time, encouraging social change. In so doing, the thesis opens a perspective onto the social expressiveness of pop music.
Einfluss der Sprachbiographie auf das Erlernen des Deutschen als Fremdsprache am Beispiel von südafrikanischen Deutsch-Lernern im zweiten Lernjahr an der Stellenbosch University, Südafrika
(Stellenbosch : Stellenbosch University, 2017-12) Kesslau, Moritz; Annas, Rolf; Fandrych, Christian; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Modern Foreign Languages.
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.
Gewalt und Trauma. Erfahrungen deutscher Kinder im sudlichen Afrika : eine Untersuchung von vier Romanen
(Stellenbosch : Stellenbosch University, 2019-04) Wilson, Gillian; Annas, Rolf; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Modern Foreign Languages.
ENGLISH ABSTRACT: This thesis will examine how violence towards children and its traumatic consequences are portrayed. Violence often refers to that which is physical and grandiose (i.e. extreme) in nature. It can, however, take on subtle forms which may not necessarily be physical. What is apparent, however, is that children are most affected by violence because of their dependency on the people around them to care for them. How exactly is victimization and violence towards children different to the victimization and violence that adults experience? How is the violence and subsequent trauma that children experience adequaely represented within the four novels? I propose two hypotheses. Firstly, children seem to be part of the “ignored” section of society, often because of their trauma. This in turn makes their victimization far more damaging than would be experienced by an adult. Because of this, they are left to work through the traumatic experiences and understand it for themselves and this within itself is not a full-proof manner to deal with trauma. These aspects are addressed in more detail within the thesis itself. This thesis comprises of 5 chapters. Chapter one is merely an introduction with summaries of the four novels. Chapter two entails a historical background in which the novels are set, which includes Hitler's Third Reich, the Holocaust and the murder of millions as well as the South African Apartheid regime. Chapter three entails a theoretical background pertaining to various forms of abuse. In chapter four, an analysis of the four novels in question is undertaken. Chapter five is merely a conclusion and summary of the findings. The biggest realisation of this thesis by far has been that traumatic events during childhood without therapeutic intervention can have far-reaching consequences even into adulthood. This includes mood disorders like depression, various anxiety disorders including post traumatic stress disorder and even various personality disorders. What is interesting to note, however, is how protagonists in the novel cope with their trauma and how this trauma becomes a major influencing factor in forming their identities. Storytelling is also central to understanding the world from a child's perspective and this storytelling is used to navigate traumatic events so to say.
Legislation and patient information leaflets (PILs) : editing perspectives on South African and German common-cold medication PILs for children
(Stellenbosch : Stellenbosch University, 2018-03) Schobel, Zoe Bisbisiane; Lourens, Amanda; Annas, Rolf; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch.
ENGLISH ABSTRACT: For many people the first port of call when a cold is contracted is either the local convenience store, pharmacy or to purchase medication online. Often medication is bought with the responsibility of gaining information about the medication dosage and contra-indications firmly reliant on the user via means of a patient information leaflet (PIL). When it comes to children however they rely on their parents selecting the correct medication, familiarising themselves with important information contained in it and then medicating the child as indicated. The question now is: are these PILs understood by the parents in the first place? This study investigated the importance of consumer-oriented (focusing on effectively communicating) PILs for common cold medication for children in South Africa and Germany. The investigation showed that a substantial amount of research is being done on improving PILs for consumers, as consumers still struggle to fully comprehend PILs, which leads to misunderstanding and can potentially be fatal to the consumer. Focus was turned to the legislation governing the creation of PILs in the individual countries to investigate whether they facilitate the creation of effective PILs. Eight PILs were evaluated with a framework created by Garner, Ning and Francis (2011) specifically for PILs. This was followed by an evaluation of the legislation of both countries, which were compared to the results of the framework; and lastly it was investigated how the fields of editing, document design and multimodality can aid in improving the legislation and thus PILs. Recommendations were then created from these results. Results show that current legislation for the creation of PILs do not allow consumer-oriented PILs to be created. Specific problems were found with the legislation of both countries, restricting creators of PILs to create ideal PILs. Recommendations for legislation of both South African and Germany are thus given. These recommendations come from both the researcher as well as respondents in a survey that was part of the research. South African legislation recommendations entail the suggestion to amend clauses relating to content, layout, format, language and typography. Additional clauses are recommended: PILs must be available in every official language; test groups must be formed; prescribe headings are obliged; every target audience must have distinct PILs; explanation of medical terms and ingredients must be given; use of colour is encouraged; use of pictograms is obligatory; and a PIL must be revised with the CCC Model by Renkema. German legislation recommendations entail the same amendment suggestions as the South African legislation. In addition, it is recommended that the following clauses be added: test groups must be used to study reading level; every target audience needs their own PIL; use of colour is encouraged; use of pictograms is obligatory; an alternative way of giving medication must be presented (if applicable); and a PIL must be revised with the CCC Model by Renkema.
Moodle and blended learning in teaching German for beginners
(Stellenbosch : Stellenbosch University, 2015-03) Strauss, Trudie; Bergman, Lesley; Annas, Rolf; Stellenbosch University. Faculty of Arts and Social Sciences. Department of Modern Foreign Languages
ENGLISH ABSTRACT : The use of technology in teaching is often seen as a deus ex machina. Teachers and parents are quick to identify that the best way to improve teaching is the implementation of technology, by means of a Blended Learning approach. However, little thought is given to the practical considerations of this statement. Reflection on whether the Blended Learning approach can be implemented in the already established teaching practice or whether this necessitates a complete change in teaching methods rarely happens. This study aims to determine whether the incorporation of certain aspects of Blended Learning into an already existing teaching methodology results in a significant change in learners’ German performance. Grade 8 beginner German learners took part in this study during the third term of 2014. Two groups were identified: an experimental group and a control group. The experimental group did all homework assignments on the available online learning platform, Moodle, while the control group did homework assignments in the conventional way – on paper. At the end of the third term, learners’ examination results were compared to the results of the examination of the second term. The changes in the results of the two groups were compared to determine whether one group manifested a significantly greater change in results than the other. The outcome of the study is that incorporating only elements of a Blended Learning approach into an already existing teaching system, while keeping the methods of instruction constant and only changing the medium of homework delivery, does not have a significant influence on learners’ performance in German.
Nachwendefilme über die DDR im Kontext einer Arbeit mit Erinnerungsorten im kulturwissenschaftlich orientierten Landeskundeunterricht DaF/DaZ - "Sonnenallee", "Good Bye, Lenin!" & "Das Leben der Anderen"
(Stellenbosch : Stellenbosch University, 2016-03) Acker, Diana; Annas, Rolf; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Modern Foreign Languages
ENGLISH ABSTRACT : "Post-reunification films about the former GDR within the context of working with places of remembrance in cultural study based classes in German as a Foreign and as a Second Language - "'Sonnenallee', 'Good Bye, Lenin!' and 'Das Leben der Anderen'." This thesis looks at three recent German post-reunification films about the former GDR and discovers links to current historical knowledge in terms of the cultural and communicative memory of a society which is reproduced and manifested in places of memory. Therefore these films are analysed as such places in terms of new concepts in cultural science based German Studies that make German culture available as knowledge and furthermore the study tries to suggest steps to decode the language and its cultural concepts. By looking at different symbols in the films, in comments of the directors and the press as well as at the distribution and ratings, these films can be used as an example of three different “memories” in current German society which provide insights into the present communication in Germany. These most popular movies about the GDR are examples how cultural knowledge is debatted and selected for the cultural memory and can be prepared for german learners to participate in recent discourses that helps them to find a cultural position.
Die Rolle der Mehrsprachigkeit bei der Identitatsbildung von deutschsprachigen Migranten in Sudafrika
(Stellenbosch : Stellenbosch University, 2013-03) Mineur, Tanya Renee; Annas, Rolf; Steinmann, Siegfried; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Modern Foreign Languages.
The purpose of this paper is to examine the role that multilingualism plays in the identity formation of German-speaking emigrants in South Africa. In the era of globalization society multilingualism has gained greater value, to such an extent that multilingualism can be seen as the norm, whereas monolingualism is the exception. The importance of multilingualism and its effect on an individual‟s social and language identity has been debated by leading German academics such as Esser, Dirim and Krumm. In the South African context multilingualism is part of daily life, therefore it is not questioned how this multicultural world influences the way South Africans see themselves and interact with the world around them. Here the question comes to mind in what way this language-cultural diversity effects the identity formation of emigrants, who speak a language that is not part of the 11 official languages of South Africa. Therefore it is important to determine in what way the language and the social environment influence the development of their individual and social identities as well as determine in what way they contribute to the active integration into the community. With the help of different theories as well as through an empirical study of German immigrants in South Africa this paper will focus on their social and language identity and what effect, if any, multilingualism has on their identity formation. The paper attempts to explain theoretically the connection between language and identity and then through empirical research demonstrate the influence of language on identity and integration.
Translating African folktales for children into German : challenges, strategies and solutions
(Stellenbosch : Stellenbosch University, 2013-12) Kratz, Julia; Feinauer, A. E.; Annas, Rolf; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch.
ENGLISH ABSTRACT: South African author Linda Rode‘s book In die Nimmer-Immer Bos (2009a) and Elsa Silke‘s English translation thereof In the Never-Ever Wood (2009b) have won a number of prizes in South Africa, which is evidence both of the quality of the anthology and its translation, as well as of the continued significance of the folktale genre in today‘s fast-paced, modern society. People continue to make sense of the world through telling stories and, although the stories told today might be marked by life in the 21st century, our ancestors‘ stories are still appreciated by many. Although Rode‘s tales are not unlike other folktales, her collection differs in that it is a mosaic of cultures and their folklore spanning the globe, a book that appeals to the whole family, and to young readers and listeners in particular. Through a practical translation into German of selected tales from Silke‘s English version of Rode‘s book, the present thesis investigates ways and means of translating folktales for children. A functional approach was suggested, taking into account the European audience as well as the original intention of the author. As such, the author‘s style was naturalised and an attempt was made to replicate it in the target language, whereas culture-specific items relevant to the setting of the individual tales were retained. Hans J. Vermeer‘s skopos theory, as enhanced by Christiane Nord, as well as Lawrence Venuti‘s concepts of foreignisation and domestication were discussed, amongst other relevant theories. Many of the challenges discussed in the annotations to the practical translation typically occur in the translation of literature for children, and the study thus hopes to make a contribution to research on the translation of literature for children. Interviews conducted for the purpose of the present study furthermore proved the positive impact of good cooperation between the people involved in a translation project on the final translation product. The resulting translation, meant to impart knowledge and pleasure to the audience, furthermore serves as a translation sample that is intended to entice German publishers to commission a translation of Rode‘s anthology for the German book market.
„Wo ist der Junge aus dem Urwald?“ Abenteuer und koloniales Afrika in der Jugendliteratur
(Stellenbosch : Stellenbosch University, 2015-03) De Beer, Amanda Erika; Annas, Rolf; Stellenbosch University. Faculty of Arts and Social Sciences. Department of Modern Foreign Languages
AFRIKAANSE OPSOMMING : Hierdie proefskrif is ’n ondersoek na die wyse waarvolgens Duitse jeugboekskrywers die koloniale periode in Afrika uitbeeld. Duitse avontuurliteratuur speel dikwels af in die koloniale periode in Afrika. Motiewe in die avontuurroman stem egter nie altyd ooreen met die historiese konteks en geografiese ruimtes nie. Dit skep die indruk dat so ’n verhaal tyd- en ruimteloos is en dat die historiese en geografiese konteks bloot die afstand tussen Afrika en Europa beklemtoon. In die lig van die feit dat Afrika en sy historiese konteks dikwels as eksotiese agtergrond dien, bespreek die studie die problematiek rondom die manier waarvolgens skrywers die koloniale periode in die avontuurliteratuur ontleed. Vervolgens word die vraag gestel tot watter mate die uitbeelding van Afrika sedert 1945 verander het. Die wyse waarop die koloniale periode in Afrika in Duitse jeugliteratuur uitgebeeld word, behoort dus ondersoek te word binne die konteks van die tradisionele avontuurliteratuur. Deurdat die studie gesentreer is rondom die avontuurliteratuur voor 1945 en avontuurboeke na 1945, stel die dissertasie ondersoek in tot watter mate jeugboeke en hulle uitbeelding van die koloniale periode verander het en in hoeverre die tradisionele avontuurliteratuur aan hierdie boeke ontleen is. In hierdie proefskrif word avontuurverhale en avontuurlike jeugverhale wat tydens die koloniale periode in Afrika afspeel, vervolgens ontleed. Die studie fokus op vier periodes: Eerstens word tradisionele avontuurstories en motiewe wat ’n belangrike rol speel in die uitbeelding van Afrika, geïdentifiseer. Die volgende tekste word ontleed: C.Falkenhorst se Der Baumtöter (1894), Gustav Frenssen se Peter Moors Fahrt nach Südwest (1906), Josef S. Viera se Bana Sikukuu (1924) en Gust in der Klemme (1933), Max Mezger se Aufruhr auf Madagaskar (1930) en Rolf Italiaander se Wüstenfüchse (1934). Tweedens ondersoek die studie die rol wat avontuurmotiewe – inisiasie, weerstand en verowering – speel in jeugboeke wat in die Federale Republiek van Duitsland gepubliseer is. Die volgende tekste word onder die loep geneem: Kurt Lütgen se ...die Katzen von Sansibar zählen (1962), Rolf Italiaander se Mubange, der Junge aus dem Urwald (1957), Herbert Kaufmann se Der Teufel tanzt im Ju-Ju-Busch en sy historiese roman Des Königs Krokodil (1959). Derdens ondersoek die studie watter rol avontuurmotiewe – die edel barbaar (edle Wilde), antiheld en die tweegeveg – speel in jeugboeke wat in die Duitse Demokratiese Republiek gepubliseer is. Die volgende tekste word analiseer: Ferdinand May se roman Sturm über Südwest-Afrika (1962) en Götz R. Richter se Savvytrilogie (1955 – 1963) en Die Löwen kommen (1969). Laastens stel die studie die vraag tot watter mate die kontemporêre avontuurliteratuur – soos Hermann Schultz se sendingroman Auf den Strom (1998) ’n nuwe ontwikkeling toon wat van die tradisionele avontuurliteratuur van die 19de en 20ste eeu afwyk.

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