Analyse von DaF-Lehrwerken für Erwachsene unter dem Aspekt des Passivgebrauchs

Abstract

Aim of this study is to compare Norwegian and German passive voice and to describe problems that Norwegian students can have when acquiring German passive voice. The rules how to form passive voice in Norwegian and German are similar due to the fact that these languages are related. In both languages there exists two kinds of analytical passive voice - one is based on constructions with a verb "werden"/"bli" and the other with a verb "sein"/"vrere". In addition, there are two more kinds of passive-voice in Norwegian - a complex passive voice and a synthetic s-passive. Both in German and in Norwegian can be passive voice expressed also by other constructions - by so called paraphrases of passive. Although there exist equivalents for alm ost all these paraphrases in both languages, in Norwegian are the paraphrases used not so often as in German. As a part ofthe study there were analyzed sentences created by Norwegian students. These sentences should have expressed passive voice. Surprisingly, most common mi stakes were not in the expressions of passive voice, but in vocabulary that was used.

Ciel'om mojej diplomovej prace Je porovname pasivu v nemcine a n6rCine, a poukazanie na to, ako tieto zhody a rozdiely mözu spösobit' problemy n6rskym studentom pri tvoreni nemeckych viet v pasive. Ked'ze obe reCi patria ku germanskym jazykom, tak sa da predpokladat', ze sa ich pravidla pasivu budu vo viacerych bodoch zhodovat'. Systemy pasivov vsak nie su totozne uplne - relevantne rozdiely su tu opisane. Diplomova praca sa zaobera aj rym, ako je tato problematika spracovana v ucebnieiach urcenych pre n6rskych studentov. Na zaver su rozobrane konkretne chybne vety n6rskych studentov germanistiky. Pri ich analyze je poukazane na ich moznu pricinu, ako aj na moznosti ich odstranenia. Didakticka cast' diplomovej prace zacina strucnym prehl'adom hlavnych pedagogickych pristupov, ich eiel'ov a met6d. V opise rychto smerov je poukazne na to, ako ich eie1e ovplyvnili vyuku cudzich jazykov a ake trendy prevladaju vo vyuke dnes.