830 Literaturen germanischer Sprachen; Deutsche Literatur
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Prämissen für die Vermittlung interkultureller Kompetenzen im studienbegleitenden DaF-Unterricht
(2014)
Language teaching alone is not sufficient in order to communicate successfully in the foreign language. Even with the acquisition of one’s native language, one does not learn just vocabulary, grammar, reading, writing, speaking and listening. Apart from all that one learns how to identify and to practice cultural patterns. Here, the learning and teaching process is accompanied by another component: intercultural communication and the acquisition of intercultural competences. These teach the lerner to understand first and foremost their own cultural background in order for them to be able to change perspective and look at and understand the cultural background of the target language. Teaching must be centered on the learner, and the foreign language is not taught „in general“, but with regard to the learners’ culture of origin.
Using literature in culture and civilization classes enables the contact to foreign culture. Literature does not merely copy reality, but has its own rules of story telling, its own way of changing the perspective on reality, of correcting cliches, in omitting something, so as for the reader to become curious and fill in these „gaps”. In this paper, a fragment from a novel shows how a german businessman arriving in interbellic Romania finds that time is measured differently in those two countries.
The present paper aims to analyse the language use in the interactive field of online comments, which appeared in the online discussion site of the Siebenbürgische Zeitung Online forum. The analyse focuses on the performance of the speech act sanctioning at the linguistic level – lexical, morphological, syntactic, pragmatic. The participants to the process of interaction, who are members of the Siebenbürger Sachsen association, introduce discussion topics on the political situation in Romania or reply to others’ comments by taking a stand on the topics. The authoress takes the theoretical stance of pragmalinguistics, speech act theory and intercultural communication in assessing language facts.
Unmotivated and unprepared, an Austrian young man leaves his home town Vienna, only to dive into the unknown Romania. He already has images of this country in his mind. He is on his way towards the magical, dark, sparkling Transdanubien, about which he only knows clichés: that Romanians barely have anything to eat, that it is a country of gypsies, that the official language is Russian, that it is an anachronistic country par excellence. With this perspective, his relationship with local Ilina can only fail. This article follows along the lines of a complicated inter-cultural communication.
In “Fern von Aleppo”, the Syrian author Faisal Hamdo, who left his home in 2014 and sought refuge in Germany, tells of his very personal integration experiences. The book represents a kind of intercultural communication. In his book, Faisal Hamdo, who sees himself as a “mediator between the worlds”, tries to give the German reader answers to many questions regarding Syrian culture. From a text linguistic point of view, this book identifies the narrative development that seems to be tailored to the in-tercultural context. Accordingly, the present article raises the following questions: Does the structure of classic narration differ from the structure of narration in an intercultural context? Which intercultural information units are presented in the text? How are they embedded in the narrative text? Which constituents of the narrative structure are suitable for realizing intercultural communication? Which communicative functions do the constituents of the narrative structure fulfill in an intercultural context? The contribution sets itself the goal of analyzing the narrative structure to investigate how intercultural communication comes about through narration, how the intercultural information units are integrated into the constituents of the classic narrative structure so that they fulfill their communicative function, and to developa suitable analysis model.
Cosmin, a twelve-year-old Roma boy from Transylvania, only goes to school for a short while. For his mother, it is more important, that he, the only male of a household with many mouths to feed, help her with work. But Cosmin’s teacher does not give up and proposes a bargain: If Cosmin’s mother lets her children go to school, she will get electricity from the school to be able to watch TV. Due to this arrangement, Cosmin returns to school for a few days, becomes a little thief and embarks on a journey that can become an opportunity for him. A kind of a bildungsroman, a coming of age novel focused on the ups and downs between two worlds on Romanian soil, that could not be more different from one another: the Romanian majority and the Roma minority. This article sets out to document life at the brink of society, with all of its facets.