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Gibt es Gr?de, die daf? sprechen, dass das literarische Lesen eine hohe Beachtung innerhalb des Gemeinsamen europ?schen Referenzrahmens f? Sprachen genie?n sollte? Diese Arbeit untersucht die Position des erw?nten Dokumentes gegen?er dem literarischen Lesen im Fremdsprachenunterricht. Zu Beginn und am Ende der Arbeit richtet sich die Aufmerksamkeit auf die Situation der Germanistik in Korea.
In einem ersten Schritt wird das literarische Lesen thematisiert in Hinblick auf die Verstehensebenen im Prozess des Lesens und auf die Dimensionen, die das Lesen in der Fremdsprache von dem Lesen in der Muttersprache unterscheiden. Dabei soll ein kurzer ?erblick dar?er gegeben werden, wie das Lesen in der Fremdsprache ?erhaupt funktioniert und welche Faktoren zu ber?ksichtigen sind, wenn man Literatur als Mittel zur Realisierung interkultureller Lehr- und Lernziele im Fremdsprachenunter- richt einsetzt.
Im Anschluss wird die Position des Gemeinsamen europ?schen Referenzrahmens f? Sprachen gegen?er dem literarischen Lesen n?er betrachtet.
Schlie?ich wird versucht, die aus dieser kurzen Analyse gewonnenen Erkenntnisse in Beziehung zur Germanistik in Korea zu setzen.Are there reasons which speak for the fact that literary reading should enjoy a high attention within the Common European Framework of Reference for Languages? This paper examines the position of literary reading in foreign language class within the mentioned document. At the beginning and at the end the paper is focusing on the situation of the German Language and Literature studies in Korea.
The first part of the paper concentrates on literary reading as a central theme regarding the understanding levels in the process of reading and on the dimensions which distinguish the reading in a foreign language from the reading in the native language. Besides, a short overview should be given about how reading generally functions in the foreign language and which factors are to be taken into consideration if one uses literature as means for the realisation of intercultural teaching and learning purposes in foreign language class.
Afterwards the paper looks into how the Common European Framework of Reference for Languages deals with literary reading. The short analysis of the document intends to answer the following questions: What concept of reading is the Common European Framework of Reference for Languages based on? How does the document underline the intercultural potential of literature and which are the reading competences the learners should acquire on the different levels?
The analysis leads to a new question: How can the difference between the intentions of the document and the results of the analysis be explained?
Finally it is tried to put the knowledge won from this short analysis in respect with the German Language and Literature studies in Korea. What are the consequences of the insufficient preoccupation of the document with the literary reading? Therefore is German as a foreign language teaching in Korea exposed to more risks?
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