Pop or flop? How popular is German popular culture amongst Danish high-school students? An empirical study of the individual and situational interest for German popular culture of Danish high-school students in Northern and Southern Jutland
Translated title
Pop oder Flop? Wie populär ist deutsche Populärkultur eigentlich unter dänischen Gymnasiasten? Eine empirische Untersuchung des individuellen und situationalen Interesses für deutsche Populärkultur von dänischen Gymnasiasten in Nord- und Südjütland
Author
Rasmussen, Julie Kjerri
Term
4. term
Education
Publication year
2018
Submitted on
2018-06-07
Abstract
This thesis addresses declining interest in German in Denmark and examines whether German popular culture can engage high-school students. Drawing on interest theory, particularly Hidi and Renninger’s four-phase model, the empirical study involves four classes (two in Northern and two in Southern Jutland). Students took part in a lesson built around an episode of the German series “Türkisch für Anfänger,” after which their situational interest was measured through a questionnaire and teacher observations; a separate questionnaire explored students’ individual interest in German, popular culture, and German popular culture, as well as perceived accessibility. Findings indicate that few students have an individual interest in German and German popular culture, with no differences between Northern and Southern Jutland. Students consider gaining more knowledge about German popular culture more important than increasing its general accessibility in Denmark. Notably, the lesson did spark situational interest, suggesting that integrating German popular culture into teaching is a promising pedagogical approach to foster interest development.
Afhandlingen tager udgangspunkt i den dalende interesse for faget tysk i Danmark og undersøger, om tysk populærkultur kan vække gymnasieelevers interesse. Med afsæt i interesseteori, især Hidi og Renningers fire-fase-model, gennemføres en empirisk undersøgelse i fire gymnasieklasser (to i Nordjylland og to i Sydjylland). Eleverne deltager i en lektion baseret på et afsnit af den tyske serie “Türkisch für Anfänger”, hvorefter deres situationelle interesse måles med et spørgeskema og via lærerobservationer; et separat spørgeskema belyser elevernes individuelle interesse for tysk, populærkultur og tysk populærkultur samt deres oplevelse af tilgængelighed. Resultaterne viser, at kun få elever har et individuelt interesse for tysk og tysk populærkultur, og at der ikke er forskelle mellem Nord- og Sydjylland. Eleverne vurderer, at det er vigtigere at få mere viden om tysk populærkultur end at øge dens generelle tilgængelighed i Danmark. Samtidig blev deres situationelle interesse faktisk vækket i undervisningen, hvilket peger på, at brugen af tysk populærkultur er et frugtbart didaktisk greb, som lærere kan anvende til at støtte interesseudvikling.
[This apstract has been generated with the help of AI directly from the project full text]
Keywords