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2017 | 13 | 2(37) | 103-110
Article title

Error analysis and language comparison as teaching strategies for German as a foreign language in a South African context

Authors
Content
Title variants
Languages of publication
EN
Abstracts
EN
Since 2015 there has been increased protest action by students at South African universities. One of the issues is decolonizing the curriculum. Academics have been re-thinking the curricula of various academic offerings. Recognizing the African heritage of students studying German could be in the form of comparing the first language (L1) of black African learners with German in order to facilitate learning the target language (TL). Specific examples of similarities and differences between German and Zulu are addressed in this article.
Year
Volume
13
Issue
Pages
103-110
Physical description
Dates
issued
2017-06-30
Contributors
author
  • University of Johannesburg
References
  • 1. Baker J.M.A. (2011), Apples and pears- German and Zulu. Teaching German as a foreign language with specific reference to Zulu-speaking learners. Saarbrücken, Lamberts Academic Publishing.
  • 2. De Graaff R. (1997), Differential effects of explicit instruction on second language acquisition. Utrecht, VrijeUniversiteit.
  • 3. Köberle B. (1998), Positive Interaktion zwischen L2, L3 und L4 und ihre Applikabilität im Fremdsprachenunterricht. In: B. Hufeisen und B. Lindemann, Tertiärsprachen. Theorien, Modelle, Methoden. Tübingen, Stauffenburg.
  • 4. Mahlig M. (2003), Zulu. In: U. Hirschfeld. Phonetik International: von Afrikaans bisZulu;kontrastive Studien für Deutsch als Fremdsprache. Available at http://www.heidrun-popp.de. Accessed in August 2004.
  • 5. Sarter H. (1991), Sprache, Spracherwerb, Kultur. Das Beispiel der Migrantenkinder in Frankreich. Tüngen, GüntherNarr.
Document Type
Publication order reference
Identifiers
ISSN
1734-1582; e-ISSN 2451-2230
YADDA identifier
bwmeta1.element.desklight-05113e23-3447-42e5-b84e-f12dae2d51ce
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