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3931.
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3932.
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3933.
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3934.
  • Rolle, Christian, 1961- (författare)
  • Wann ist Musik bildungsrelevant?
  • 2011
  • Ingår i: Musikalische Bildung - Ansprüche und Wirklichkeiten. - München : Allitera. - 9783869062259 ; , s. 41-55
  • Bokkapitel (refereegranskat)
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3935.
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3936.
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3937.
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3938.
  • Rosell Steuer, Pernilla, 1969- (författare)
  • -ein allzu weites Feld? : zu Übersertzungstheorie und Übersetzungspraxis anhand der Kulturspezifika in fünf  Übersetzungen des Romans "Ein weites Feld" von Günter Grass
  • 2004
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • The present dissertation investigates literary translation from a cultural perspective by comparing the translation of culture-specific words and concepts in five different translations of the novel Ein weites Feld by Günter Grass. The translations were chosen to represent three ‘small’ (Swedish, Danish, Norwegian) and two ‘large’ (American English, French) languages and cultures, in order to find out whether these categories are characterized by different ‘foreignizing’ or ‘domesticating’ translation methods. The main purpose of the study is to present an empirical and descriptive analysis of the concrete difficulties and possibilities connected with the process of transferring culturespecific words and concepts taken from the geographical, historical, literary and everyday context of the original work. A further aim of the study is to undertake a comparison of theory and practice of translation with regard to culture and culturespecific words.The methodological framework is taken from the historically oriented ‘Transfer’ method of the Göttingen literary translation school, where deviations from original literary texts are not seen as ‘mistakes’ in the traditional linguistic sense but as differences caused by various historical and individual factors. Above all, this study aims to focus on the translations themselves, to investigate what different solutions to cultural translation problems can tell us about the meeting between the ‘Foreign’ and the world of the translators and their prospective readership.The study’s analyses demonstrate that culture-specific words and concepts in this material are translated in a broad variety of ways, which often differ from translation to translation and therefore cannot be classified into predictable categories of translation 'strategies’. A certain pattern could be detected as far as the translation of geographical place-names and similar concepts were concerned, where the Scandinavian translators tend to preserve the original words and concepts to a greater extent than the other translators. As a contrast, the American and French translators have preserved a large number of words connected to the ‘Third Reich’ in the original form, which raises questions about the way strategies of preserving the ‘Foreign’ in translations are connected with the picture of other cultures. However, the most conspicuous result of the investigation could be found within the category of the ‘pragmatic’ decisions (Chesterman), which differ considerably in all translations as far as explanations of culture-specific phenomena within the text itself are concerned. Thus five literary translations make five different variations of the same novel. The heterogeneous translation solutions further show that the theoretical approaches within translation theory are of only limited use for describing existing literary translations in an adequate way.
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3939.
  • Rosén, Christina, 1960- (författare)
  • Informatiosstrukturelle Muster in Textproduktionen schwedischer Deutschstudierender
  • 2010
  • Ingår i: Textmuster: schulisch - universitär - kulturkontrastiv. - Frankfurt am Main : Peter Lang Publishing Group. - 9783631587829 ; , s. 61-77
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
    • In meiner Forschung beschäftige ich mich mit Diskurspragmatik (Informationsstruktur) in den beiden nahe verwandten V2-Sprachen Schwedisch und Deutsch  und analysiere die Textproduktionen schwedischer Deutschstudierender (Schüler, Gymnasiasten, Studenten) wie auch deutscher Schwedischstudierender. Ziel ist es, herauszufinden, warum Texte von Muttersprachlern als undeutsch/unschwedisch aufgefasst werden, auch wenn Sätze in morphologischer und syntaktischer Hinsicht beinahe korrekt sind. Dies hat damit zu tun, wie sie das Vorfeld ausnutzen, denn diese Position ist für die Etablierung der textuellen Kohärenz entscheidend. Zum Erreichen hoher Sprachkompetenz muss daher auch die Fähigkeit erworben werden, syntaktisch korrekte Sätze im jeweiligen Kontext adäquat zu verwenden: Die Studierenden transferieren die informationsstrukturellen Muster ihrer Muttersprache und haben damit Probleme sowohl mit der sprachspezifischen Weise, Informationen zu organisieren, als auch mit der thematischen Progression. In diesem Kapitel diskutiere ich sich daraus ergebende Implikationen für den Fremdsprachenunterricht, denn Textgrammatik scheint in Lehrmaterialien vernachlässigt zu sein. 
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3940.
  • Rosén, Christina, 1960-, et al. (författare)
  • Schriftliche Produktion in der DaF-Lehre – verschiedene Herangehensweisen zur Analyse der Textqualität von Lernertexten. : Verschiedene Herangehensweisen zur Analyse der Textqualität von Lernertexten.
  • 2024
  • Ingår i: Forschungsgegenstände und ihre Verwendungsfelder. - : Vandenhoeck & Ruprecht. - 9783737016841
  • Bokkapitel (refereegranskat)abstract
    • In this article, we focus on writing in German as a foreign language in a Swedish upper secondary school (course 4). Texts from 18 Swedish learners of German (level A2 ̶ B1) working with process oriented writing for three months were analyzed. Our study is mainly guided by the following questions: How does the analysis method affect the assessment of a text regarding text quality? To what extent do different analysis methods give a fair picture of the quality in learner texts? In this study, we compare the result from an error analysis of different linguistic categories with an analysis concerning syntactic complexity. Syntactic complexity is measured in two different ways; Firstly, a learner profile based on Grießhaber’s categories was conducted. Secondly, the total amount of complex sentences (correct as well as incorrect) containing sub- and coordination, and the total amount of correct clauses was investigated. These variables were related to text length. Our study shows that different analysis methods lead to diverging results. No correlations were found between text length and measures of syntactic complexity and accuracy.
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