English  |  正體中文  |  简体中文  |  Post-Print筆數 : 11 |  Items with full text/Total items : 88866/118573 (75%)
Visitors : 23556985      Online Users : 239
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/109249


    Title: Considering a first deconstructionist approach to teaching German Literature in Taiwan.
    Authors: 蔡莫妮
    Monika Leipelt-Tsai
    Contributors: 歐洲語文學系
    Keywords: Teaching Foreign Language and Literature in Taiwan;Deconstructionist Thinking;Hermeneutical Thinking;German Didactics
    Date: 2016-10
    Issue Date: 2017-04-27 15:59:03 (UTC+8)
    Abstract: German literature teaching has traditionally worked with a method that is historically based on hermeneutics as a theory of comprehensive understanding and practice of interpretation. Although the hermeneutic methods of Germanic studies developed into critical didactics after the historical hiatus by the National Socialism, and then has been critically evaluated by theorists such as Jürgen Habermas, traditional hermeneutics still stands against the backdrop of many parts of Germanic studies in research as well as in teaching, including also in the foreign language literature classes in Taiwan. However, language is a communication system that is never quite unequivocal in its linguistic terms. This was already pre-thought by Friedrich Nietzsche, and since the 1970s, it was emphasized in the thoughts of French philosophy, particularly the thoughts of deconstruction by Jacques Derrida. The difficult theoretical and ethical implications of deconstruction require a demanding reading of Derrida’s writings, so that this certainly would overwhelm learners of foreign European languages.Therefore, my considerations focus on the question of whether and how far the thinking of deconstruction can be made fertile in the field as a particular literary theory approach in Taiwan. What could a potential approach of literary didactics that is influenced by the thinking of deconstruction look like? What kind of advantages and problems are evoked for learners and teachers in Taiwan? And how can this approach to literature teaching be interlinked with language teaching? Based on an analysis and criticism of a literature teaching approach for German native speakers, I will consider a first deconstructivistic approach to literature teaching in the field of teaching German as a foreign language in Taiwan.
    Relation: Interface. Journal of European Languages and Literatures. NTU, Taipei, Vol.1, No.Oct 2016, pp. 53-84
    Data Type: article
    DOI 連結: http://dx.doi.org/10.6667/interface.1.2016.23
    DOI: 10.6667/interface.1.2016.23
    Appears in Collections:[歐洲語文學系] 期刊論文

    Files in This Item:

    File Description SizeFormat
    23-200-1-PB.pdf581KbAdobe PDF343View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    社群 sharing

    著作權政策宣告
    1.本網站之數位內容為國立政治大學所收錄之機構典藏,無償提供學術研究與公眾教育等公益性使用,惟仍請適度,合理使用本網站之內容,以尊重著作權人之權益。商業上之利用,則請先取得著作權人之授權。
    2.本網站之製作,已盡力防止侵害著作權人之權益,如仍發現本網站之數位內容有侵害著作權人權益情事者,請權利人通知本網站維護人員(nccur@nccu.edu.tw),維護人員將立即採取移除該數位著作等補救措施。
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback