Gibt es einen literarischen Kanon im DaF-Kontext? Zur Auswahl von Texten im Bachelorstudiengang am Beispiel von drei sudafrikanischen Universitaten

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dc.contributor.advisorVon Maltzan, Carlottaen_ZA
dc.contributor.authorPieterse, Francois-Jeanen_ZA
dc.contributor.otherStellenbosch University. Faculty of Arts and Social Sciences. Dept. of Modern Foreign Languagesen_ZA
dc.date.accessioned2022-11-22T10:14:52Z
dc.date.accessioned2023-01-16T12:53:50Z
dc.date.available2022-11-22T10:14:52Z
dc.date.available2023-01-16T12:53:50Z
dc.date.issued2022-12
dc.descriptionThesis (MA)--Stellenbosch University, 2022.en_ZA
dc.description.abstractENGLISH ABSTRACT: This dissertation investigates the role and influence of the German literary canon on the selection process of prescribed literary texts for teaching German as a foreign language in South Africa, and in particular the possibility of an emergent, unique literary canon of prescribed texts for German as a foreign language. The emergence of the subject German Studies in South Africa is described with a particular focus on showing the origins of academic traditions and norms that still prevail in the subject and its curricula today, that is, the formation of a Bordieuan field. Furthermore, the concept of canon is investigated using and contrasting the theoretical frameworks of Jan Assmann and Harold Bloom. Postcolonial critiques and revisions of the literary canon are presented in the context of calls for the decolonisation of university curricula in South Africa. The concept of a selection criterion when prescribing a text is explicated with reference to aesthetic and cultural learning, as well as the process of understanding the other. A case study of expert interviews of eight lecturers at three universities in the Western Cape is presented as empirical evidence for the principal findings. A range of normative, preference- and practice-based, and group-specific selection criteria for prescribed German-language texts are identified. It is shown that lecturers in German Studies do strongly consider the canonical status of literary works when considering whether to include a text in their courses or not. However, no literary canon specific to German Studies at these university sections is identifiable, although, given the prevalence of certain authors in the data, some characteristics of a literary canon are present. This study contributes to our understanding of canon construction and the importance of literary texts in foreign language teaching through empirical data. Further analysis shows that the teaching of foreign cultural thought patterns and ways of assigning meaning do not play a direct role in selecting these literary texts. However, these thought patterns and ways of assigning meaning enter the teaching process by, for example, selecting topical texts. This exploratory study is the first of its kind in South Africa and offers insight into the subject’s understanding of its own objectives, as well as gaps for future research.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Hierdie verhandeling ondersoek die rol en invloed van die Duitse literêre kanon op die keuringsproses van voorgeskrewe literêre tekste vir die onderrig van Duits as vreemde taal in Suid-Afrika, en veral die moontlikheid van ʼn verskynende, unieke literêre kanon van voorgeskrewe tekste vir Duits as ʼn vreemde taal. By die beskrywing van die ontstaan van die vak Duits in Suid-Afrika word klem op die oorsprong van akademiese tradisies en norme wat vandag nog in die vak en sy kurrikula heers, dit wil sê die totstandkoming van 'n Bordieuaanse veld. Verder word die konsep van ʼn kanon ondersoek deur om die teoretiese raamwerke van Jan Assmann en Harold Bloom te besig en met mekaar te vergelyk. Postkoloniale kritiek aan en hersiening van die literêre kanon word in die konteks van die beroep op dekolonisering van universiteitskurrikula in Suid-Afrika aangevoer en bespreek. Die konsep van ʼn keuringskriterium as middel vir die voorskryf van ʼn teks word uitgelê met verwysing na sowel die leer van ʼn estetiek en kultuur, as ook die proses om die ander te verstaan. ʼn Gevallestudie van deskundige-onderhoude met agt dosente aan drie universiteite in die Wes-Kaap word as empiriese bewyse vir die sleutelbevindinge aangebied. ʼn Reeks normatiewe, voorkeur- en praktyksgebaseerde en groepspesifieke keuringskriteria vir voorgeskrewe Duitstalige tekste word geïdentifiseer. Daar word aangetoon dat dosente in Duits wel die kanonieke status van literêre werke sterk by hul besluit oorweeg, om ʼn teks in Duitskursusse in te sluit of nie. Geen literêre kanon wat hom spesifiek aan die Suid-Afrikaanse vak Duits rig word by die afdelings van dié studie vasgestel nie, alhoewel, gegewe die herhaalde voorkoms van sekere skrywers in die data, is sekere kenmerke van ʼn literêre kanon aanwesig. Hierdie studie dra by wyse van empiriese data tot ons begrip van kanonisering en die belangrikheid van literêre tekste in vreemdetaalonderrig by. Verdere ontleding toon dat die onderrig van vreemde kulturele denkpatrone en maniere van betekenistoekenning nie ʼn direkte rol speel in die keuringsproses van hierdie literêre tekste nie. Hierdie denkpatrone en maniere om betekenis toe te ken word in die onderrigproses, deur byvoorbeeld aktuele tekste uit te kies, ingesluit. Hierdie verkennende studie is die eerste van sy soort in Suid-Afrika en bied dus insig in die vak se eie begrip van homself, dit wil sê van sy eie doelwitte onder andere, asook moontlike leemtes in ons kennis vir verdere navorsing.af_ZA
dc.description.versionMastersen_ZA
dc.format.extentvii, 137 pagesen_ZA
dc.identifier.urihttp://hdl.handle.net/10019.1/126173
dc.language.isodede
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.rights.holderStellenbosch Universityen_ZA
dc.subjectGerman as a foreign languageen_ZA
dc.subjectGerman language -- Study and teaching -- Foreign speakersen_ZA
dc.subjectGerman literature -- Study and teaching (Higher)en_ZA
dc.subjectGerman language -- Study and teaching (Higher)en_ZA
dc.subjectGerman literary canonen_ZA
dc.subjectGerman language -- Textbooks for foreign speakers
dc.subjectUCTDen_ZA
dc.titleGibt es einen literarischen Kanon im DaF-Kontext? Zur Auswahl von Texten im Bachelorstudiengang am Beispiel von drei sudafrikanischen Universitatende
dc.typeThesisen_ZA
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