Seminar paper from the year 2010 in the subject English Language and Literature Studies - Literature, grade: 2,0, University of Hannover (Englisches Seminar), course: Film Analysis, language: English, abstract: Friedrich Wilhelm Murnau's Nosferatu - Eine Symphonie des Grauens is a horror film classic from 1922. In 1979 Werner Herzog produced a movie called Nosferatu - Phantom der Nacht, in which he used Murnau's direction ideas. In this paper, I first analyse and compare the influence of colours and lighting on the atmosphere in both movies. Thereafter, I point out the differences in atmosphere between the silent movie with background music and the film with diegetic sounds. Finally, I focus on some differences in cinematography and editing in order to find out how different techniques evoke different feelings in the viewer. I do all this with the intention of proving that, even though advanced filming techniques have improved the understanding of details in movies, the genre of the horror film has not profited from the developments but, in contrast, runs the risk of appearing absurd or parodic.

Bachelor Thesis from the year 2010 in the subject English Language and Literature Studies - Linguistics, grade: 1,7, University of Hannover (Englisches Seminar), language: English, abstract: The paper deals with different types of figurative language and the question of why and how these should be taught in second language teaching. In order to prove that figurative language is essential in communication and therefore needs to receive more attention in schools, I start by analysing and comparing the concepts of metaphors, idioms and proverbs. Many scholars have discussed metaphors and so as to outline the most important aspects, I refer to Lakoff, Johnson, Ortony and Langlotz amongst others. Those aspects will include the differences between novel and conventional metaphors, the different functions that metaphors fulfil and the phenomenon of mixed metaphors. When discussing idioms I focus on their relationship to metaphorical language, the aspect of frozenness and their functions as well as other topics. Here, scholars like Swinney, Skandara and Gotz are quoted and their propositions towards idiomatic language are analysed. To end the first part of the paper I discuss the relationship of proverbs to metaphors and idioms and base this part on Norrick in order to focus on didactic content and the issue of distinguishing between a proverb's literal and figurative meaning. After having given the survey of those concepts, I turn to the part of explaining why it is so important to teach figurative language and I do that by drawing on Ortony's theses of compactness, inexpressibility and vividness. Furthermore, Katz's theory of metaphor as politeness is examined and also Liu's view on idioms as containing cultural references. To end this theoretical paper with an idea of how to use the information practically, the last section deals with the question of how figurative language is best taught. The methods presented are based on a preceding part of background information on h

Master's Thesis from the year 2012 in the subject Pedagogy - Pedagogic Psychology, grade: 1,0, University of Hannover (Padagogische Psychologie), language: English, abstract: It is commonly known that one of the major factors for successful learning is the motivation to learn. The constant issue for teachers, therefore, is how they can motivate their students to want to learn. The primary motivation for any learning is interest in the subject. Since all humans are interested in different domains, it is unrealistic to expect school students to be interested in, on average, ten different subjects which they have to study according to school curricula. Consequently, teachers try to motivate their students extrinsically and it can safely be said that success is one of the major sources of extrinsic motivation. Generally, people like to do what they are good at. The opposite is also possible - the student is interested in the subject but lacks success and therefore becomes unmotivated. So, how can students succeed in subjects they are not overly inter-ested in or maintain their interest despite failures? Researchers in the field of educational psychology have been trying to find an answer to this question and many more questions concerning motivation theory. During the last few decades, the concept of self-efficacy has emerged and has become more important in research on learning. Simplified, self-efficacy is the confidence for being able to cope with tasks. It is said to be closely related to academic performance and to influence motivation by making the learner feel self-confident or insecure. The connection between self-efficacy and achievement has been researched in a number of studies, which will be summarized and discussed in an empirical research chapter. The influence of self-efficacy on motivation, however, has only theoretically been argued for. The research trying to show a causal relation between these two concepts is generally criticized for not measuring mo

Seminar paper from the year 2010 in the subject English Language and Literature Studies - Linguistics, grade: 2,7, University of Hannover (Englisches Seminar), course: Emotions in Language, language: English, abstract: The term markedness has been used for various concepts in linguistics for a long time in spite of its controversial usage. The discourse on emotions or emotional language from a linguistic point of view has also been controversial and, as opposed to markedness theories, has not had a long tradition. When conducting research for this topic I noticed that there is little material that links markedness theory to emotional language. This paper is an attempt to link the two concepts and to show that markedness is an indicator for the intensity of emotions.

Studienarbeit aus dem Jahr 2011 im Fachbereich Padagogik - Schulpadagogik, Note: 2,0, Gottfried Wilhelm Leibniz Universitat Hannover (Seminar fur Erziehungswissenschaften), Veranstaltung: Gruppendynamik im Klassenverband, Sprache: Deutsch, Abstract: Auch wenn unsere westliche Gesellschaft zu heutigen Zeiten weitestgehend zivilisiert ist, bleiben Gewaltausbruche beim engen Miteinander von Menschen nicht aus. Wie soll mit Gewalt in der Schule umgegangen werden? Soll der Lehrer uber den Tater eine Strafe verhangen und die Ursachen unbeachtet lassen? Das scheint keine tragfahige Losung zu sein. Ursachen fur Gewalt kann es viele geben. Wenn ein Mensch plotzlich und unerwartet eine Gewalttat begeht, so ist es gut moglich, dass dem ein schon langer vorhandenes Motiv, welches absolut nichts mit Gewalt an sich zu tun hat, zu Grunde liegt, das durch einen Anreiz aktiviert wurde. Die Aspekte, die in dieser Arbeit untersucht werden, sind die Frage nach der Ursache von Gewaltausbruchen, insbesondere bei Aussenseitern, und die Frage nach dem Umgang mit Gewaltausbruchen. Zur Veranschaulichung der theoretischen Inhalte sollen diese auf ein Fallbeispiel angewendet werden: den Fall des Schulers David, welchen ich selbst bei einem Schulpraktikum miterlebt habe

Studienarbeit aus dem Jahr 2009 im Fachbereich Theologie - Didaktik, Religionspadagogik, Note: 1,3, Gottfried Wilhelm Leibniz Universitat Hannover (Institut fur Religionswissenschaft), Veranstaltung: Systematische Religionswissenschaft, Sprache: Deutsch, Abstract: Das Heilige ist ein umstrittener Begriff in der Religionswissenschaft. Viele haben versucht ihn zu beschreiben und zu konkretisieren, wenige sind sich einig, was er bedeutet. Einer der Ersten, die sich an diese Aufgabe herangewagt haben, war Rudolf Otto, der 1917 mit seinem Buch Das Heilige weltberuhmt wurde. Hierin fuhrt er den Begriff des Heiligen in die Religionswissenschaft ein und erlautert, was er fur ihn bedeutet. In den 80 Jahren seit der Erscheinung des Buches ist jedoch Einiges geschehen, und der Begriff des Heiligen drohte in Vergessenheit zu geraten. In die Diskussion um den kontroversen Begriff kam wieder frischer Wind als 1998 die Dissertationsschrift Der umstrittene Begriff des Heiligen des Religionswissenschaftlers Wolfgang Gantke erschien, in welcher er seine problemorientierte Religionsphanomenologie einfuhrt und kritisch Stellung zu anderen das Heilige betreffenden Positionen nimmt. Diese Hausarbeit behandelt die beiden genannten Werke und Autoren. Zuerst sorgen Biographien von Rudolf Otto und Wolfgang Gantke fur Hintergrundwissen, dann werden ihre Positionen betreffend das Heilige skizziert, und anschliessend die Ansatze dieser beiden Religionsphanomenologen im Bezug auf das Heilige miteinander verglichen