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This comprehensive and systematic text book provides teachers and students alike with a profound, yet concise reference for the analysis of narrative texts. It provides appropriate and differentiated terminological and methodological tools to all the questions that arise when analyzing a narrative text. An advantage of this textbook is that the narrative theory models and concepts are presented in understandable and operational analytical categories and parameters and illustrated by tables and matrices to help make the sophisticated analysis easier to understand and memorize. Exemplary model analyses are provided to present and test the performance of this method.This book is valuable not only to literary scholars but is also suitable to teachers and students.Lehrende und Studierende, die einen Erzähltext analysieren wollen, finden in diesem umfassenden, systematischen, profunden und zugleich übersichtlichen Lehrbuch und Nachschlagewerk ein geeignetes und differenziertes terminologisches und methodisches Instrumentarium, um alle Fragen, die bei der Analyse eines Erzähltextes auftauchen, beantworten zu können. Ein Vorzug des vorliegenden Handbuches besteht darin, dass die erzähltheoretischen Modelle und Konzepte in verständliche und operative analytische Kategorien und Parameter umgesetzt und durch Tabellen, Matrizen und graphische Darstellung veranschaulicht werden, um die anspruchsvollen analytischen Raster besser fass- und memorierbar zu machen. In exemplarischen Musteranalysen wird die Leistungsfähigkeit der vorliegenden Erzähltextanalyse erprobt. Das Buch wendet sich nicht nur an Literaturwissenschaftler, sondern ist auch für Lehrkräfte und Schüler geeignet
Research Paper (postgraduate) from the year 2015 in the subject Didactics - German - Pedagogy, Linguistics, grade: 1,0, Carthage College, Wisconsin (Education), course: Quantitative Methods in Educational Research, language: English, abstract: This research study investigated the incidental vocabulary acquisition through reading in the German language classroom at college level. For three weeks students were asked to read a graphic novel (experimental group); the other half of the students were asked to study vocabulary as flashcards (control group). To assess their vocabulary knowledge before the experiment took place the students were tested on their existing knowledge. After three weeks the students had to take an immediate posttest that asked for the same vocabulary as the pretest. Forty frequently used German words represented the vocabulary that the participants were tested on. These words also appeared frequently in the graphic novel that the students had to read: Game of Thrones – Das Lied von Eis und Feuer. By comparing the pre- and immediate posttest results, this research study aimed at showing whether incidental vocabulary acquisition takes place through reading. The results, however, did not suggest that reading a graphic novel had a sustainable impact on incidental vocabulary acquisition. The study’s control group scored much better in their posttests than the experimental group. This implied that the former had gained new words and improved their existing vocabulary knowledge. Conversely, the experimental group scored worse indicating that they had acquired less new words. Albeit these findings one should not deduce that studying flashcards is more effective, because the control group’s approach was considered to be an intentional and conscious vocabulary learning process not an incidental vocabulary acquisition.
This text examines the confluence of Schubert’s compositions, mental state, and illness during the twilight of his life. The author goes into depth, especially concerning the Goethe songs of Mignon and Winterreise. By probing into the mind of composer, along with textual and musical analysis, we can understand the conflicts and dualities within the man and his music.