LITERARISCHE TEXTE – AKTIVE TRÄGER VON LANDESKUNDLICHEN INFORMATIONEN
LITERARY TEXTS - ACTIVE PORTERS OF COUNTRY-STUDYING INFORMATION

Summary/Abstract: Approaching literary texts from the perspective of communicative didactic acquires even more significant dimensions during the process of German language teaching as a foreign language. The aim of the present paper is to argue in favour of the necessity of studying literary texts, taking into consideration the fact that they, by means of their contents, contribute to a large extent to both the assimilation of the German language and the informational transfer regarding German culture and civilization, allowing in this way the access to a foreign culture and to different perspectives within this culture. By their nature, literary texts contain a variety of meanings and their decoding instigates to expectations, hopes and different feelings among the readers. Selection of literary texts, from the methodological point of view, should be made starting from the idea that these, by means of their chosen themes, have the aim to motivate and raise interest among the readers, directing them towards a creative activity. When choosing the themes of the literary texts, one should consider some important factors such as: the educational context, the professional training level of the teacher, whether he/she is a native speaker, the level, interest and the professional objectives of the group, the importance of the theme and so on. Sometimes the themes related to culture and civilization can not be made accessible to the audience only by means of literary texts. Therefore, the inclusion of other sources – for example informative texts, supplementary documentary material, photos, figures, collages – is extremely necessary. These materials provide the contextual amount of information, which emphasize the theme of that literary text. In the interactional process text-reader, the teacher should establish the didactic activities for each teaching phase, aiming to successfully reach all didactic objectives. The last part of the paper tackles different proposals of didactic activities for each phase of the lesson in which approaching of a literary text is desired.

• Details
• Contents