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Taschenbuch. Condizione: Neu. Druck auf Anfrage Neuware - Printed after ordering - Seminar paper from the year 2004 in the subject English Language and Literature Studies - Literature, grade: 1, Otto-von-Guericke-University Magdeburg, language: English, abstract: 'We have war, injustice, and unhappiness because our way of life is founded on mistaken beliefs.' This quotation by William Blake set me thinking and distracted me from my actual project: I wanted to write an essay on a poem. But during my work I, fortunately, ended up in a chaos of philosophical questions: Who are we Where do we come from Is our universe only a dust particle of something larger Is there a force guiding us Who or what is God From time immemorial, people have been racking their brains over these ageless and puzzling questions, and I doubt whether we are able to provide convincing responses to them. Someone who might give us a wise answer is William Blake (1757-1827). He is considered to be the first major Romantic poet, and a central theme of his works is religion (e.g. The Marriage of Heaven and Hell, The Book of Urizen). Admittedly, there is no easy access to Blake because he is one of the most obscure and inscrutable poets. Nevertheless, I would like to make the daring attempt to uncover the secrets of Blake's religious mysticism. For this reason, I will discuss one of his first works There Is No Natural Religion (1788). My design is to make this essay accessible to a wide readership, especially to those who have so far avoided profoundly dealing with a particular topic: religion. I also had no serious interest in religion at all - until I started to learn Arabic. Once you have mastered 'Allah's difficult but most ornate language', you have got a completely different outlook on the world. Beside this, I felt an urgent personal need to deal with the concept of faith in greater detail. This has in part something to do with the changing idea and role of religion in the 21st century. Unfortunately, a number of armed conflicts have been provoked grounded on disagreements between several religious groups, and since September 11 people fear that a potential third world war will be a war of religions, a war between cultures. So this subject is of utmost relevance to the current events.I hope to provide a vivid, comprehensible and, above all, stimulating and entertaining essay. Keywords that I put in italics serve as a guide through our discussion. So let's begin and explore the (still) unknown spheres of religion. William Blake will give us a hand.

Taschenbuch. Condizione: Neu. Druck auf Anfrage Neuware - Printed after ordering - Seminar paper from the year 2005 in the subject English Language and Literature Studies - Comparative Literature, grade: 1,3, University of Nottingham (English Studies), course: Literature on British India, language: English, abstract: The legacy of British colonialism in India is not only of economic or social nature, but also of highly literary interest. What makes the literature of British India so fascinating is first and foremost its depiction of the 'other', the exotic and unknown. On the basis of selected representative texts by both British and Indian writers, this essay attempts to set out visible similarities and differences in Anglophone literature on India. To this end, Anand's Untouchable and Narayan's The Painter of Signs shall serve as core texts around which the comparisons will be centred. It must be noted that representations of India do not embrace people alone, even though this is one of them most interesting and exhaustive aspects. Elements I will also elaborate on are the representations of landscapes and stereotypical images of India. As far as the British are concerned, it is the colonizers that are of primary interest here.The literary material we will be discussing covers a period of more than 200 years - from 1772 to 1976. But it was only in 1978 when Edward Said published his most influential book Orientalism which studies the East through Western eyes. His vies will be used as a starting point for our investigation.

Taschenbuch. Condizione: Neu. Druck auf Anfrage Neuware - Printed after ordering - Seminar paper from the year 2007 in the subject Didactics - English - Pedagogy, Literature Studies, grade: 1,3, Otto-von-Guericke-University Magdeburg (Institut für fremdsprachliche Philologien), course: Intercultural Learning, language: English, abstract: Intercultural Learning and Intercultural Competence are ubiquitous buzzwords that have been used in the sphere of English teaching and learning for more than two decades now. It has been recognized that modern language teaching goes far beyond the acquisition of grammar and vocabulary alone. As students progress in their study of the foreign language, it is expected that they extend their knowledge and broaden their awareness about the target culture's characteristics and peculiarities. Theoretically, the creative implementation of Intercultural Learning could, if intelligently put into practice, have also led to an 'overthrow' of outdated teaching methods that, as a rule, emphasise pure cognition rather than communication or interaction. Unfortunately, the initial euphoria has gone and only little has changed in German classrooms. Still, interculturality is often taught in a way that appears uninteresting and ineffective, that is mainly based on facts and figures, and therefore rendering English sometimes not particularly popular as a subject among students. The reasons for this situation are manifold. Teachers (and students) know too little about Intercultural Learning because it is a concept too fuzzy, vague, abstract and indefinite so as to be grasped immediately. It may also be due to the apparent lack or shortage of suitable learning and teaching materials that can be used in day-to-day school life. Luckily, current textbooks increasingly include creative aspects of interculturality. But how useful and fruitful are these modest 'intercultural elements' in practice In this paper, I will analyse two German textbooks used in institutional English teaching and learning nationwide and scrutinise them from an intercultural point of view. Before that, I will carry out a brief but thorough investigation into the notion of 'Intercultural Learning' (abbreviated to IL). I will then look into general functions of school textbooks as the primary teaching instrument, followed by a critical description and analysis of Green Line 5 (Klett) and English G 2000 D5 (Cornelsen).

Taschenbuch. Condizione: Neu. Druck auf Anfrage Neuware - Printed after ordering - Seminar paper from the year 2005 in the subject American Studies - Literature, grade: 2,0, University of Nottingham (School of English Studies), course: Cognitive Poetics, language: English, abstract: And indeed, what is better than to sit by one's fireside in the evening with a book, while the wind beats against the window and the lamp is burning . One thinks of nothing . the hours slip by. Motionless we traverse countries we fancy we see, and your thought, blending with the fiction, playing with the details, follows the outline of the adventures. It mingles with the characters, and it seems as if it were yourself palpitating beneath their costumes. (Madame Bovary, part II, chapter 2)This quotation elegantly sums up what reading literature should be like: most enjoyable. We find people reading on the train, at the bus stop, in bed, in the waiting room. And every reading is unique. That is why we usually can remember the circumstances under which we have read a book. And the mere fact that people can be carried away by the written word is fascinating - and worth further investigation.This essay is about reading, to be more precise about reading fiction. It is an attempt to explore how we read, or process, literature. We want to investigate how we comprehend fiction and how we monitor the tracking of characters and events in a story. Doing this, we will have to lay much emphasis on the reader as an individual being fully conscious of what and how he is reading. For this exploration, cognitive poetics with its relatively new way of thinking about literature will provide the necessary frameworks, one of which I will apply and discuss in more detail: Emmott's contextual frame theory. One question that I hope I will be able to answer in this paper is: How does fiction transport the reader into an imaginary universe The approach to this question is not easy as I will have to draw on a number of interrelated disciplines such as linguistics, psychology and philosophy. The text I will 'exploit' for this end is Gustave Flaubert's masterpiece Madame Bovary (1857) which I have a particular relation to. So this essay will also be a very personal evaluation on literary reading.We will proceed as follows: First of all, we will explore the opening to Flaubert's text to analyse it on the basis of Emmott's contextual frame theory (inductive approach). Afterwards, we will apply selected key concepts of this theory to suitable passages of the novel (deductive approach). Then we will engage more fully with some theoretical assumptions of cognitive poetics. Afterwards we will elaborate on the concept of emotion.

Taschenbuch. Condizione: Neu. How Flaubert's "Madame Bovary" transports us into an imaginary universe | Steffen Laaß | Taschenbuch | 28 S. | Englisch | 2008 | GRIN Verlag | EAN 9783640146741 | Verantwortliche Person für die EU: GRIN Publishing GmbH, Waltherstr. 23, 80337 München, info[at]grin[dot]com | Anbieter: preigu.

Condizione: Hervorragend. Zustand: Hervorragend | Sprache: Englisch | Produktart: Bücher | Seminar paper from the year 2007 in the subject Didactics for the subject English - Pedagogy, Literature Studies, grade: 1,3, Otto-von-Guericke-University Magdeburg (Institut für fremdsprachliche Philologien), course: Intercultural Learning, language: English, abstract: Intercultural Learning and Intercultural Competence are ubiquitous buzzwords that have been used in the sphere of English teaching and learning for more than two decades now. It has been recognized that modern language teaching goes far beyond the acquisition of grammar and vocabulary alone. As students progress in their study of the foreign language, it is expected that they extend their knowledge and broaden their awareness about the target culture¿s characteristics and peculiarities. Theoretically, the creative implementation of Intercultural Learning could, if intelligently put into practice, have also led to an ¿overthrow¿ of outdated teaching methods that, as a rule, emphasise pure cognition rather than communication or interaction. Unfortunately, the initial euphoria has gone and only little has changed in German classrooms. Still, interculturality is often taught in a way that appears uninteresting and ineffective, that is mainly based on facts and figures, and therefore rendering English sometimes not particularly popular as a subject among students. The reasons for this situation are manifold. Teachers (and students) know too little about Intercultural Learning because it is a concept too fuzzy, vague, abstract and indefinite so as to be grasped immediately. It may also be due to the apparent lack or shortage of suitable learning and teaching materials that can be used in day-to-day school life. Luckily, current textbooks increasingly include creative aspects of interculturality. But how useful and fruitful are these modest ¿intercultural elements¿ in practice? In this paper, I will analyse two German textbooks used in institutional English teaching and learning nationwide and scrutinise them from an intercultural point of view. Before that, I will carry out a brief but thorough investigation into the notion of ¿Intercultural Learning¿ (abbreviated to IL). I will then look into general functions of school textbooks as the primary teaching instrument, followed by a critical description and analysis of Green Line 5 (Klett) and English G 2000 D5 (Cornelsen).

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Taschenbuch. Condizione: Neu. Druck auf Anfrage Neuware - Printed after ordering - Examensarbeit aus dem Jahr 2009 im Fachbereich Russistik / Slavistik, Note: 1,5, Otto-von-Guericke-Universität Magdeburg, Veranstaltung: Studienseminar Bernau, Sprache: Deutsch, Abstract: Ziel der vorliegenden Arbeit bildet die Untersuchung von Lehrbüchern für den Einsatz im Anfangsunterricht der Jahrgangsstufe 11 unter dem Gesichtspunkt der Einführung deskyrillischen Alphabets in Verknüpfung mit den vier kommunikativen Grundtätigkeiten Hören, Sprechen, Lesen und Schreiben. Grundlage für die Auseinandersetzung bilden die zwei völlig neu überarbeiteten Russischlehrwerke ''MOCT 1' (2008) und 'PRIVET1' (2009), welche insbesondere hinsichtlich ihres methodisch-didaktischen Aufbaus, der Präsentation des Sprachstoffes und des Übungsangebotes analysiert wurden.Nach einer kurzen Reflexion zum Phänomen des Anfangsunterrichts folgt eine eingehende Betrachtung der kommunikativen Zieltätigkeiten und ihre Rolle in der Initialphasedes Russischunterrichts. Zu diesem Zwecke wurden auch Rahmenlehrpläne für das Fach Russisch im Hinblick auf Ziele und Qualifikationserwartungen zur Erarbeitung des kyrillischenAlphabets untersucht. Einige Ausführungen zum Lehrbuch (Schülerbuch) als unverzichtbares Lehr- und Lernmittel gehen dem wichtigsten Teil dieser Arbeit, der Lehrwerkanalysevoraus. Um dem Lehrer und dem Schüler eine ergänzende Materialsammlung in Form von Kopiervorlagen in die Hand zu geben, soll abschließend eine Konzeption zur Vermittlung der kyrillischen Schrift vorgestellt werden.

Taschenbuch. Condizione: Neu. Einführung des kyrillischen Alphabets | Kritische Auseinandersetzung mit verschiedenen Lehrbuchansätzen und Vorstellung einer eigenen Konzeption zu diesem Thema | Steffen Laaß | Taschenbuch | 36 S. | Deutsch | 2009 | GRIN Verlag | EAN 9783640436095 | Verantwortliche Person für die EU: GRIN Publishing GmbH, Waltherstr. 23, 80337 München, info[at]grin[dot]com | Anbieter: preigu.

Taschenbuch. Condizione: Neu. Druck auf Anfrage Neuware - Printed after ordering - Examensarbeit aus dem Jahr 2007 im Fachbereich Russistik / Slavistik, Note: 1,0, Otto-von-Guericke-Universität Magdeburg (Institut für fremdsprachliche Philologien), 28 Quellen im Literaturverzeichnis, Sprache: Deutsch, Abstract: Zweisprachige Äquivalenzwörterbücher haben die Aufgabe, für lexikalische Einheiten einer Ausgangssprache semantische Entsprechungen in der jeweiligen Zielsprache aufzuzeigen. Im weiteren Sinne geht es um die Übertragung einzelsprachig kodierter Konzepte von einer Kultur in die andere.Besonders problematisch ist die Übersetzung von Benennungen kulturspezifischer Konzepte (u.a. Realienbezeichnungen), da sie für Angehörige eines anderen Kulturkreises entweder unbekannt oder schwer verständlich sein können.Die zweisprachige Lexikografie muss deshalb Modelle zur Erklärung und zielsprachigen Wiedergabe derartiger Benennungen entwickeln und in der Mikrostruktur des jeweiligen Wörterbuchs umsetzen.In dem Beitrag wird die Behandlung von Stichwörtern mit kulturspezifischer Semantik in zweisprachigen Wörterbüchern mit Russisch als Ausgangssprache analysiert und - auch in Abhängigkeit von Wörterbuchtyp und Nutzerkreis - kritisch gewertet.

Taschenbuch. Condizione: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Seminar paper from the year 2004 in the subject English Language and Literature Studies - Literature, grade: 1, Otto-von-Guericke-University Magdeburg, language: English, abstract: 'We have war, injustice, and unhappiness because our way of life is founded on mistaken beliefs.' This quotation by William Blake set me thinking and distracted me from my actual project: I wanted to write an essay on a poem. But during my work I, fortunately, ended up in a chaos of philosophical questions: Who are we Where do we come from Is our universe only a dust particle of something larger Is there a force guiding us Who or what is God From time immemorial, people have been racking their brains over these ageless and puzzling questions, and I doubt whether we are able to provide convincing responses to them. Someone who might give us a wise answer is William Blake (1757-1827). He is considered to be the first major Romantic poet, and a central theme of his works is religion (e.g. The Marriage of Heaven and Hell, The Book of Urizen). Admittedly, there is no easy access to Blake because he is one of the most obscure and inscrutable poets. Nevertheless, I would like to make the daring attempt to uncover the secrets of Blake's religious mysticism. For this reason, I will discuss one of his first works There Is No Natural Religion (1788). My design is to make this essay accessible to a wide readership, especially to those who have so far avoided profoundly dealing with a particular topic: religion. I also had no serious interest in religion at all - until I started to learn Arabic. Once you have mastered 'Allah's difficult but most ornate language', you have got a completely different outlook on the world. Beside this, I felt an urgent personal need to deal with the concept of faith in greater detail. This has in part something to do with the changing idea and role of religion in the 21st century. Unfortunately, a number of armed conflicts have been provoked grounded on disagreements between several religious groups, and since September 11 people fear that a potential third world war will be a war of religions, a war between cultures. So this subject is of utmost relevance to the current events.I hope to provide a vivid, comprehensible and, above all, stimulating and entertaining essay. Keywords that I put in italics serve as a guide through our discussion. So let's begin and explore the (still) unknown spheres of religion. William Blake will give us a hand. 20 pp. Englisch.

Taschenbuch. Condizione: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Seminar paper from the year 2005 in the subject English Language and Literature Studies - Comparative Literature, grade: 1,3, University of Nottingham (English Studies), course: Literature on British India, language: English, abstract: The legacy of British colonialism in India is not only of economic or social nature, but also of highly literary interest. What makes the literature of British India so fascinating is first and foremost its depiction of the 'other', the exotic and unknown. On the basis of selected representative texts by both British and Indian writers, this essay attempts to set out visible similarities and differences in Anglophone literature on India. To this end, Anand's Untouchable and Narayan's The Painter of Signs shall serve as core texts around which the comparisons will be centred. It must be noted that representations of India do not embrace people alone, even though this is one of them most interesting and exhaustive aspects. Elements I will also elaborate on are the representations of landscapes and stereotypical images of India. As far as the British are concerned, it is the colonizers that are of primary interest here.The literary material we will be discussing covers a period of more than 200 years - from 1772 to 1976. But it was only in 1978 when Edward Said published his most influential book Orientalism which studies the East through Western eyes. His vies will be used as a starting point for our investigation. 20 pp. Englisch.

Taschenbuch. Condizione: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Seminar paper from the year 2007 in the subject Didactics - English - Pedagogy, Literature Studies, grade: 1,3, Otto-von-Guericke-University Magdeburg (Institut für fremdsprachliche Philologien), course: Intercultural Learning, language: English, abstract: Intercultural Learning and Intercultural Competence are ubiquitous buzzwords that have been used in the sphere of English teaching and learning for more than two decades now. It has been recognized that modern language teaching goes far beyond the acquisition of grammar and vocabulary alone. As students progress in their study of the foreign language, it is expected that they extend their knowledge and broaden their awareness about the target culture's characteristics and peculiarities. Theoretically, the creative implementation of Intercultural Learning could, if intelligently put into practice, have also led to an 'overthrow' of outdated teaching methods that, as a rule, emphasise pure cognition rather than communication or interaction. Unfortunately, the initial euphoria has gone and only little has changed in German classrooms. Still, interculturality is often taught in a way that appears uninteresting and ineffective, that is mainly based on facts and figures, and therefore rendering English sometimes not particularly popular as a subject among students. The reasons for this situation are manifold. Teachers (and students) know too little about Intercultural Learning because it is a concept too fuzzy, vague, abstract and indefinite so as to be grasped immediately. It may also be due to the apparent lack or shortage of suitable learning and teaching materials that can be used in day-to-day school life. Luckily, current textbooks increasingly include creative aspects of interculturality. But how useful and fruitful are these modest 'intercultural elements' in practice In this paper, I will analyse two German textbooks used in institutional English teaching and learning nationwide and scrutinise them from an intercultural point of view. Before that, I will carry out a brief but thorough investigation into the notion of 'Intercultural Learning' (abbreviated to IL). I will then look into general functions of school textbooks as the primary teaching instrument, followed by a critical description and analysis of Green Line 5 (Klett) and English G 2000 D5 (Cornelsen). 20 pp. Englisch.

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