Berufsorientierung Von Beginn An Aufgaben Und Ubungskonzepte Neuester Lehrwerke Deutsch Fur Den Beruf Ma Pdf

Theoretischer Teil

Lehrwerk-Lehrwerkanalyse im Diskurs

1.1 Definition und geschichtliche Entwicklung des Lehrwerks

A "textbook" is defined by Funk (2010b, p 188) in the "Fachlexikon Deutsch als Fremd- und Zweitsprache" as a structured, published resource offering texts and exercises for classroom teaching or individual study, typically based on a comprehensive pedagogical concept This definition highlights three essential characteristics of a textbook: its structured format, its publication status, and its foundation in a methodical didactic concept.

- Ein Lehrwerk bringt vielfọltige Texte und ĩbungen mit sich, die fỹr den Unterricht be- sonders nützlich sind

- Die Inhalte von einem Lehrwerk sollten gut in einem Gesamtkomplex strukturiert sein

- Die in einem Lehrwerk strukturierten Inhalte sollten sich an einem methodisch-didakti- schen Gesamtkonzept orientieren

In academic and practical contexts, the term "Lehrwerk" is often compared to "Lehrbuch," with Neuner (2003) defining a "Lehrbuch" as a self-contained printed work with a clear didactic and methodological framework, encompassing objectives, content progression, and teaching methods While a traditional Lehrbuch includes all necessary teaching and learning materials within a single volume, a Lehrwerk typically features a diverse and open structure consisting of multiple components that serve different pedagogical roles In addition to printed materials, publishers provide audio and visual media to enhance the depiction and teaching of real-life communication scenarios and cultural topics The expanded media offerings in Lehrwerke support more realistic and engaging language instruction, allowing teachers greater flexibility and variety in lesson planning and execution With numerous teaching materials available, Lehrwerke are tailored to meet the interests and needs of specific learner groups, fostering more effective and adaptable language learning experiences.

Neuner (2003) emphasizes that the development of textbooks is closely linked to the emergence of new teaching methods During the Grammar-Translation Method era, the dominance of the textbook concept was recognized, highlighting its significant role in language instruction.

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In the 1960s, foreign language instruction shifted from grammar-focused teaching typical of the 1950s to emphasize spoken language skills and everyday communication The development of new language teaching materials emerged as traditional textbooks evolved to meet these new educational goals As teaching methods diversified, publishers began digitizing supplementary materials, offering them as downloadable online files to support modern language learning (Brill, 2005; Funk, 2010b).

The introduction of the Common European Framework of Reference for Languages (CEFR) in 2001 marked a significant development in the creation of new language textbooks for the 21st century These modern Lehrwerke are designed in accordance with the CEFR and are consistently categorized into clearly defined proficiency levels (A1-C2), ensuring standardized language assessment and teaching across different educational contexts.

Jedes Lehrwerk hat seine eigenen Gesamtprodukte und stellt sie in verschiedenen Formen zur Verfỹgung Allerdings kửnnen die wichtigsten Komponenten eines Lehrwerks in der folgenden Tabelle grundsọtzlich zusammengefasst werden:

Kursbuch/Lernerbuch/Schülerbuch Das Leitprodukt eines Lehrwerks, in dem alle neu zu lernenden sprachlichen und kulturellen Phọnomene durch eine vielfọltige Sammlung von Texten und visuelle Materialien eingeführt werden

Arbeitsbuch ĩbungsangebote zum ĩben und Vertiefen der im Kursbuch eingeführten neuen Strukturen, des Wortschatzes und der kulturellen Phọnomene Die ĩbungsangebote vollziehen den Aufbau des Kursbuches nach

Ausführliche Einführung in die Arbeit mit dem Lehrwerk, Sammlung von Lửsungsschlỹsseln, Didaktisierungsvorschlọge und Kopiervorlagen Weitere Bestandteile

Medienpaket (Tondokumente, CDs oder Apps, Filmsammlung, online verfügbare Materialien zum Herunterladen etc.)

Tabelle 1: Bestandteile eines Lehrwerks nach Rửsler (2012, S 41ff.)

Rusler provides information about cases where the textbook and workbook are combined into a single volume, offering a comprehensive resource for learners Typically, publishers release a five- or six-volume series with a unified concept, covering German language learning from levels A1 to B1 This approach ensures a structured progression for learners at different stages However, this article specifically focuses on analyzing and comparing two textbooks designed for the A1 level, highlighting their effectiveness and features for beginners.

1.3 Stellenwert und Funktionen von Lehrwerken im Fremdsprachenunterricht

Textbooks significantly influence lesson planning by serving as a "hidden curriculum," setting learning objectives for each stage, detailing the selection and prioritization of content, and organizing material into a structured, progressive sequence They also provide guidance and suggestions for assessing student understanding Additionally, textbooks aid in planning instructional phases, regulating social interactions, and guiding media usage, enhancing the overall teaching process (cf Neuner 2003) For learners, textbooks act as a valuable tool for monitoring their own learning progress and successes, serving as a framework to support language acquisition (Nieweler 2000).

Darüber hinaus gilt das Lehrwerk als „das zentrale Instrument der Unterrichtssteuerung“, indem es das Verhalten von Lehrenden bzw Lernenden beeinflusst (vgl Neuner 2003, S

Effective integration of suitable textbooks in the classroom can accelerate the dissemination of methodical and didactic innovations Well-designed instructional materials can promote the development of learning strategies, student autonomy, and the training of learning and working techniques as essential competencies These textbooks serve an educational function for teachers, guiding them step-by-step through new curriculum content while offering various alternative approaches for experienced educators to enhance their teaching routines.

The textbook is especially crucial for teachers with limited professional experience, as it helps them improve their methodological and didactic skills Utilizing various teaching materials enables educators to develop their competence more effectively For German language teachers who are non-native speakers, DaF textbooks provide precise instructions that serve as a valuable model for authentic and level-appropriate classroom language throughout all teaching phases.

Nebenbei kửnnte der Einsatz von Lehrwerken die Vergleichbarkeit der Abschlỹsse garan- tieren Beim Fremdsprachenerwerb entsteht das Problem bei Sicherstellung der Abschlüsse

At the end of a learning stage where no foreign language textbooks are used, differences may arise in learners' lexical knowledge Using coordinated textbooks can help learners acquire comparable skills, providing a foundation for further progress at higher levels of learning (see Nieweler 2000, p 15).

Teaching without a textbook requires a significant amount of preparation, especially for educators managing numerous classes and lessons Without ready-made materials, teachers must invest considerable time and effort in finding suitable texts and resources A diverse collection of exercises, texts, templates, and didactic suggestions can greatly simplify lesson planning and implementation These teaching materials support more efficient and effective classroom instruction, reducing the workload for educators.

Textbooks serve as intermediaries that introduce learners to aspects of foreign realities, shaping their perceptions of Germany, especially for students studying abroad By including information about the target country's culture, vibrant images, and visual media, textbooks function not only as sources of information but also as tools to raise awareness of cultural differences This dual role enhances learners' understanding and appreciation of the cultural nuances of the German-speaking world.

Textbooks are a crucial part of the learning materials used in courses The market offers a wide variety of textbooks, which are commercial products designed primarily to be sold as often as possible by publishers Due to production constraints, finding truly targeted textbooks for specific learner groups is challenging (see Rüsler 2012, p 46) Therefore, the analysis and critique of textbooks are becoming increasingly important to ensure their effectiveness and relevance.

Gerhard von der Handt (2010, p 189) defines "lesson plan analysis" as the process of describing and evaluating teaching materials based on their scientific quality, including methodology, didactics, language acquisition research, and learning psychology It also involves assessing the suitability of the materials for use in language courses, considering factors such as target audience relevance and their role as core or supplementary resources This comprehensive evaluation ensures that teaching materials are both pedagogically sound and appropriate for specific language learning contexts.

The analysis of teaching materials has a long historical development, with its first major peak occurring in the 1970s through reports commissioned by foreign agencies, such as the renowned "Mannheimer Gutachten" evaluating existing DaF (German as a Foreign Language) textbooks (see Rüsler, 2012, p 49) During this period, the primary focus of teaching materials analysis centered on assessing the quality and effectiveness of DaF textbooks to improve language instruction.

„Lernziel- und Zielgruppenbezug von Lehrwerken bis heute total aktuell und intensiv dis- kutiert“ (vgl Rửsler/Schart 2016, S 485)

Berufsbezogener Fremdsprachenunterricht

„Der Begriff des berufsbezogenen Fremdsprachenunterrichts bedarf der definitorischen Klọ- rung, da über den Begriff und seine Definition kein Konsens besteht” (Funk 2003a, S 175)

Eine Meinungsverschiedenheit entsteht bei dem Versuch der Definition und Unterscheidung der Teilbereiche ‚Allgemeinsprache‘, ‚Berufssprache‘ oder ‚Sprache für den Beruf‘ und

The distinction between specialized and other subspecies of language is modeled by Fearns and Buhlmann, emphasizing that the degree of specialization influences the use of technical terminology and the types of texts produced According to Buhlmann and Fearns (2000), higher specialization correlates with increased technical vocabulary and specific text genres However, Kuhn (2007) highlights a shared domain of linguistic actions common across various disciplines, which should be considered in foreign language teaching.

The concept of "professional language" remains a debated topic, with questions about its existence in reality and how it differs from general or technical language According to the fourth edition of the "Metzler Lexikon Sprache," professional language is defined as the language used by a specific occupational group, primarily its specialized terminology It can be identified through its technical vocabulary but also includes unique text types, linguistic structures, and lexicon used in informal group communication Professional language reflects the needs of learners for precise and economical communication within groups and expresses a sense of belonging to the profession An alternative, detailed definition of "professional language" is provided in the "Dialog Beruf 1 – Lehrerhandbuch."

Language used in professional contexts occupies a middle ground between everyday and technical language, as its essential communication tasks related to personal and factual integration are primarily fulfilled through common language However, the crucial linguistic actions involved in instruction and guidance—those related to skill acquisition and limited knowledge transfer—are carried out using specialized jargon of the professional language.

The term "professional language" is recognized as a transitional level between general and specialized language, characterized by a mixed use of informal and formal linguistic elements It is primarily used in workplace communication and the professional environment In addition to technical, job-specific exchanges, everyday communication also takes place at the workplace.

Funk (2003a, p 175) criticizes attempts to distinguish between subject-specific language instruction and general language teaching based solely on linguistic criteria, arguing that such distinctions are limited to pragmatic aspects Consequently, certifications like the Goethe-Institut’s "Deutsch für den Beruf" and the German Adult Education Association’s language lists tend to interpret vocational language as primarily specialized According to Funk, most workplace communication involves language actions that are neither strictly profession-specific nor language-specific, such as sharing information, regulating actions, and establishing personal contacts in professional settings These linguistic actions require uniform language skills across learners, making it impossible to separate a speaker's private and professional communicative abilities Ultimately, communicative competence should be viewed as essential for handling various professional scenarios, including job applications, introductions, workplace contacts, small talk, scheduling, computer work, and order processing, regardless of the specific field.

The debate highlights that distinguishing between specialized, general, and occupational language is primarily based on pragmatic, purpose-driven considerations Current research in foreign language education suggests there is no convincing differentiation among these so-called sublanguages This work advocates that profession-related foreign language instruction should primarily aim to develop learners' communicative competence, which forms the foundation for workplace collaboration, rather than focusing solely on technical vocabulary In Vietnam, where the author worked, there is ongoing discussion about Vietnamese workers and recent graduates lacking “soft skills,” including communicative competence in foreign languages, which are essential for effective professional interaction.

In today's economy, employers prioritize skills such as foreign language proficiency—particularly in English—along with strong communication, teamwork, and personal skills Instead of solely expecting loyalty, hard work, and obedience as in traditional centrally planned economies, modern employers value initiative and proactivity from graduates This shift highlights the increasing importance of versatile competencies for success in the contemporary job market (Nguyen, 2016).

Given these facts, it is essential to adapt the learning objectives for vocational foreign language instruction, specifically in Vietnam The focus should be on preparing students for work-related and practical situations, enabling them to communicate and collaborate independently in their professional lives.

2.2 Berufsbezogenes Fremdsprachenlernen – Grundformen und Planungsalternati- ven

According to Egloff and Knauf (1997, p 58), the role of profession-oriented foreign language learning is to fulfill a universal demand for all professionals, regardless of their current employment Access to social participation through effective communication relies on specialized foreign language skills In today’s highly internationalized society, learning foreign languages is no longer a privilege of the elite, but a necessary skill for active engagement in political, professional, and cultural life.

Die Zielgruppen des berufsbezogenen Fremdsprachenunterrichts sind daher durch ihre Viel- falt kenngezeichnet Durch Einbeziehung von beruflichen Erfahrungen der Lernenden lassen sich die Zielgruppen und ihre Lernziele wie folgt unterscheiden:

Abbildung 1: Drei Formen berufsorientierten Fremdsprachenunterrichts nach Funk (2003, S 176) mit Ergọnzung von Kuhn und Sass (2018a, S 5) in: „Berufsorientierter Fremdsprachenunterricht: Sprachtrai- ning für die kommunikativen Anforderungen der Arbeitswelt“

2.3 Berufsorientierte Lehrwerke und Lehrwerke mit Berufsorientierung:

The increasing diversity of target audiences and their learning motivations has led to a rise in the number of foreign language textbooks available on the market For beginner levels such as A1, there is a wide variety of options to choose from, catering to different learner preferences The two textbooks selected for this study stand out by clearly defining their target groups, demonstrating how tailored materials can better meet the specific needs of diverse learners.

The textbook "studio [21]" targets a diverse audience with varying professions, experiences, and motivations for learning German Its primary goal is to provide learners with an overview of life in the DACH countries, covering areas such as career, education, leisure, culture, and health The language skills and communication practices presented in "studio [21]" address both everyday life and professional contexts, emphasizing that topics like employment are equally important as other aspects of life Throughout the course, the professional component of foreign language learning is consistently integrated into various practical situations within the units, both explicitly and implicitly, ensuring learners develop relevant language skills for the workplace and beyond.

S 13) Wegen dieser Merkmale kann „studio [21]“ „ein Lehrwerk mit Berufsorientierung“ genannt werden

Unlike "studio [21]," the textbook "DaF im Unternehmen" is specifically focused on workplace contexts, as reflected in its title The communicative situations presented in the book predominantly occur within companies, in professional settings, and between colleagues Occupationally relevant topics constitute the main focus of the curriculum, targeting learners who need German language skills for their professional environment.

"DaF im Unternehmen" targets young adults preparing for professional careers in sectors such as healthcare, gastronomy, and tourism within Germany, Austria, and Switzerland The program focuses on learners who are current or future employees in these countries, providing job-specific language skills Instead of offering a broad overview of life in the DACH region, the course aims to convey essential information about the economic structures of Germany and other German-speaking countries It aligns with the needs of Berufsvorbereitenden/-begleitenden Fremdsprachenunterricht, supporting learners’ transition into the workforce with relevant linguistic and cultural knowledge.

Job-related foreign language instruction is pragmatic, learner- and needs-oriented, and aligned with general foreign language didactics (see Funk 2003a, p 175) Although targeting different audiences, the textbooks examined in this work are based on similar principles of professional foreign language learning The similarities and differences between the principles of the two textbooks are demonstrated in the detailed practical section of the study. -Boost your professional foreign language skills with AI-driven insights—[Learn more](https://pollinations.ai/redirect/2699274)

Der Begriff ‚Kompetenz‘ im Kontext des berufsbezogenen Fremdsprachenlernens

The aim of the "DaF im Unternehmen" textbook is to enable learners to communicate competently in a professional context The concept of 'competence' in language learning raises questions about its definition and importance In vocational education and professional life, competence is regarded as a combination of cognitive abilities and practical skills by many experts Developing such competences is essential for effective communication and success in the workplace.

According to Weinert (2001, pp 27-28), competencies encompass the cognitive skills and abilities that individuals possess or can acquire, enabling them to solve specific problems effectively These competencies also include the motivational, volitional, and social readiness and capabilities necessary to apply problem-solving skills successfully and responsibly in diverse situations (Klieme et al., 2007, p 72).

Kompetenzen umfassen das (deklarative) Wissen, die (prozeduralen) Fertigkeiten und die persửnlichkeitsbezogenen Kompetenzen und allgemeinen kognitive Fọhigkeiten, die einem

Competence is defined as a disposition that enables individuals to perform actions and successfully solve problems in specific situations (vgl GER 2001, S 21) It is considered a multi-faceted concept, comprising knowledge, skills, understanding, experience, motivation, and other personal factors (vgl Klieme et al 2007, S 72f.) Competencies can be both innate and acquired through learning, leading to significant innovations in education by emphasizing emotional and personal factors alongside knowledge The competency-based approach focuses on learners' existing abilities and individuality rather than native-speaker-like language proficiency The primary goal of didactic efforts is to strengthen individuals' self-concept and self-efficacy, enhancing their confidence and autonomy in learning processes (vgl Küster 2016, S 83).

In discussions of vocational education, the concept of competence is differentiated from the qualification concept, as both are used regarding professional actions Competence emphasizes the ability to perform and apply skills in a professional context, while qualification refers to the formal certification of skills Language is considered an integral part of professional action, highlighting the importance of communication within occupational practices.

Qualifications refer to the specific skills and knowledge an employee must possess to perform designated tasks effectively in their role (Schelten, 2004) In contrast, competence highlights an individual's ability to act independently and responsibly across private, professional, and societal contexts (Gillen) Understanding the distinction between qualifications and competence is essential for assessing employee capabilities and promoting effective workforce development.

2006, S 69) Kompetenz bezieht eine biographische Entwicklung mit ein und versteht die berufliche Entwicklung als einen ganzheitlichen Prozess, der nicht auf Zeitrọume der Aus- bildung eingeschrọnkt wird (vgl Raith 2011, S 18)

The competencies in GER are divided into general and communicative language skills General competencies are non-language-specific, while communicative language competencies focus on linguistic means that enable effective social interaction Communicative competence, particularly in a foreign language, refers to the ability of learners to use language appropriately in social exchanges to achieve understanding From a didactic perspective, this means learners should go beyond mere linguistic accuracy and focus on meaningful communication, which is a key goal of foreign language education Communicative competencies consist of various components: linguistic skills, including lexical, phonological, and syntactic knowledge, as well as other aspects of the language system These components are not only measured by the scope and quality of knowledge but also by how this knowledge is organized, stored, and activated through verbalization Additionally, sociolinguistic competencies are shaped by the socio-cultural conditions of language use, emphasizing the importance of understanding cultural contexts in effective communication.

Language use is shaped by societal conventions such as politeness rules, norms, generational differences, and gender Sociolinguistic factors have a significant influence on all forms of linguistic communication Pragmatic competence governs the functional use of linguistic resources, including the ability to engage in discourse, identify different text genres and types, and recognize irony and parody, thereby ensuring effective and contextually appropriate communication.

Effective communicative language competence is activated through various speech activities that take place in public, private, and professional settings To successfully handle communication tasks and facilitate language learning, specific strategies are essential These strategies involve processing both spoken and written texts, highlighting the importance of integrating strategy instruction and text work into foreign language education.

3.2.2 Die kommunikative Kompetenz im berufsbezogenen Kontext

As discussed in Chapter I (Introduction), political initiatives such as free trade agreements and the freedom of movement for workers within the EU lead to an increased exchange of goods, services, and skilled professionals on an international scale.

The development of digital media has significantly advanced information and communication technologies These innovations contribute to strengthening cross-regional and transnational economic cooperation They also facilitate the emergence of flexible and mobile work arrangements such as team-based and project-oriented work environments.

The need for communication and interaction is no longer limited to specialized departments or experts, such as export teams or interpreters, but is essential across all areas, hierarchical levels, and for every individual within a company Today, effective communication is necessary for active and productive participation in professional life Alongside technical skills, interdisciplinary knowledge and lifelong learning are key to adapting to the ever-changing job market Acquiring these core qualifications enables employees to respond effectively to ongoing workplace transformations, with essential communicative actions playing a vital role in daily work activities.

- Die Kompetenzen, die bei der Recherche von Stellenangeboten und bei der Bewerbung auf dieselben wichtig sind

- die Kompetenzen zur Informationssicherung, -verarbeitung und -weitergabe am Arbeits- platz (z B Fragenstellung, Nachfragen, Berichten etc.)

- die Kompetenzen zur Etablierung eines sozialen Netzwerks am Arbeitsplatz, das das ge- genseitige Verstọndnis zwischen Kollegen und Kolleginnen stọrken kửnnte

- die Kompetenzen zur aktiven Teilhabe an betrieblichen Prozessen (z B Small-Talk, Au- dits, Urlaubsantrọgen etc.), wozu auch Kritik- und Beschwerdefọhigkeit zọhlen

- die Kompetenzen zum erfolgreichen Ausfüllen mündlicher und schriftlicher Interaktions- situationen (z B Fragen, Argumentieren etc.)

Foreign language communicative competence is a key skill that not only facilitates collaboration and cooperation but also enables the exchange of expertise and professional experiences, making it an effective way for employees to update their knowledge and skills As a result, learning foreign languages is becoming increasingly important in the education of both future and current workforce members Additionally, communication occurs in all areas of life, making it impossible to distinguish between general and professional communication training, as both are interconnected and vital for overall communicative proficiency.

2003a, S 175) Das Training der kommunikativen Kompetenz ist aus den genannten Grün- den sowohl für das private als auch das berufliche Leben der Lerner bedeutsam

The competency concept significantly contributes to innovation in educational understanding, highlighting the need to modernize foreign language teaching to meet societal demands and learners' needs As the competency framework develops, there is a growing necessity to establish a clear reference framework that ensures consistent and transparent assessment, recognition, and training of skills This framework aims to systematically describe competencies in a multidimensional way and apply them through specific tasks The Common European Framework of Reference exemplifies the development and practical application of competency models across Europe.

Gemeinsamer Europọischer Referenzrahmen (GER) – Definition und Einsatzmửglichkeiten

The Common European Framework of Reference for Languages (CEFR), developed through over 30 years of foundational research and supported by the Council of Europe, serves as a crucial benchmark for creating comprehensive competency models and language proficiency scales.

Der GER wurde im Jahr 2001 vom Europarat verửffentlicht (vgl Glaboniat/Mỹller et al

The Common European Framework of Reference for Languages (CEFR) is a key tool in promoting transparent language policies across Europe, aiming to protect and develop linguistic and cultural diversity By improving knowledge of modern European languages, it facilitates communication and interaction among Europeans with different native languages, thereby enhancing mobility, mutual understanding, and cooperation Additionally, the CEFR helps break down barriers between various European education systems and supports collaboration and coordination among member states in language learning and teaching efforts.

According to the CEFR, language is regarded as a vital tool for communication, aimed at making the complex nature of human language more manageable The CEFR provides a detailed framework of general and communicative competencies, emphasizing that language use is inherently context-dependent Effective communication relies on understanding and applying these competencies within various situational contexts, highlighting the practical and functional aspects of language mastery.

The importance of textual role is emphasized, along with the application of the GER's strategic behaviors that contribute to successful communication The GER categorizes language proficiency levels based on learners' ability to produce and act in the language, using a "Can-Do" description that provides a clear, output- and action-oriented scale to assess language skills effectively.

2007, S 240f.) erfasst Es ist anzumerken, dass der GER sowohl für die globaleren Dimen- sionen als auch für die Unterdimensionen von Fremdsprachenkompetenz jeweils sechs Ni- veaustufen unterscheidet (vgl Klieme 2007, S 150):

C2 Kann praktisch alles, was er/sie liest oder hửrt, mỹhelos verstehen

Kann Informationen aus verschiedenen schriftlichen und mündlichen Quel- len zusammenfassen und dabei Begrỹndungen und Erklọrungen in einer zu- sammenhọngenden Darstellung wiedergeben

Kann sich spontan, sehr flüssig und genau ausdrücken und auch bei kom- plexeren Sachverhalten feinere Bedeutungsnuancen deutlich machen

C1 Kann ein breites Spektrum anspruchsvoller, lọngerer Texte verstehen und auch implizite Bedeutungen erfassen

Kann sich spontan und flieòend ausdrỹcken, ohne ửfter deutlich erkennbar nach Worten suchen zu müssen

Kann die Sprache im gesellschaftlichen und beruflichen Leben oder in Aus- bildung und Studium wirksam und flexibel gebrauchen

Kann sich klar, strukturiert und ausführlich zu komplexen Sachverhalten ọuòern und dabei verschiedene Mittel zur Textverknỹpfung angemessen verwenden

B2 Kann die Hauptinhalte komplexer Texte zu konkreten und abstrakten The- men verstehen; versteht im eigenen Spezialgebiet auch Fachdiskussionen

Kann sich so spontan und flieòend verstọndigen, dass ein normales Ge- sprọch mit Muttersprachlern ohne grửòere Anstrengung auf beiden Seiten gut mửglich ist

Kann sich zu einem breiten Themenspektrum klar und detailliert ausdrü- cken, einen Standpunkt zu einer aktuellen Frage erlọutern und die Vor- und Nachteile verschiedener Mửglichkeiten angeben

B1 Kann die Hauptpunkte verstehen, wenn klare Standardsprache verwendet wird und wenn es um vertraute Dinge aus Arbeit, Schule, Freizeit usw geht

Kann die meisten Situationen bewọltigen, denen man auf Reisen im Sprachgebiet begegnet

Kann sich einfach und zusammenhọngend ỹber vertraute Themen und per- sửnliche Interessengebiete ọuòern

Kann ỹber Erfahrungen und Ereignisse berichten, Trọume, Hoffnungen und Ziele beschreiben und zu Plọnen und Ansichten kurze Begrỹndungen oder

A2 Kann Sọtze und họufig gebrauchte Ausdrỹcke verstehen, die mit Bereichen von ganz unmittelbarer Bedeutung zusammenhọngen (z B Informationen zur Person und zur Familie, Einkaufen, Arbeit, nọhere Umgebung)

Kann sich in einfachen, routinemọòigen Situationen verstọndigen, in denen es um einen einfachen und direkten Austausch von Informationen über vertraute und gelọufige Dinge geht

Kann mit einfachen Mitteln die eigene Herkunft und Ausbildung, die di- rekte Umgebung und Dinge im Zusammenhang mit unmittelbaren Bedürf- nissen beschreiben

A1 Kann vertraute, alltọgliche Ausdrỹcke und ganz einfache Sọtze verstehen und verwenden, die auf die Befriedigung konkreter Bedürfnisse zielen

A person can introduce themselves and ask others questions about their background, such as where they live, the people they know, or their belongings They are able to respond appropriately to questions about their personal details, demonstrating effective communication skills and social interaction.

Kann sich auf einfache Art verstọndigen, wenn die Gesprọchspartnerinnen oder Gesprọchspartner langsam und deutlich sprechen und bereit sind zu helfen

Tabelle 2: Kann-Beschreibung der Niveaustufen nach GER 1

The Common European Framework of Reference for Languages (CEFR) greatly influences various aspects of learning and teaching foreign languages, especially in assessing language proficiency through tests and exams It provides a comprehensive system of levels and dimensions that describe language skills and offers concrete descriptors based on observable behaviors, serving as the foundation for designing language assessments (see Klieme 2007).

The Common European Framework of Reference for Languages (CEFR) provides objective criteria that enable the comparison of competency levels and recognition of qualifications (see Glaboniat/Müller et al., 2005, p 40) It serves as a foundational tool for developing target language curricula, curriculum guidelines, examinations, and teaching materials The CEFR offers important guidance to institute leaders, teachers, trainer-educators, and publishers for preparing, implementing, reflecting on, and improving their activities Additionally, it functions as a self-assessment resource for learners to monitor their performance and learning progress.

The Common European Framework of Reference for Languages (CEFR) focuses on general and linguistic competence, prompting questions about its role in job-specific language instruction According to Funk (2003a), vocational language courses should be pragmatic and tailored to learners' needs and goals, emphasizing practical language skills for professional contexts.

1 Auszug auf https://www.europaeischer-referenzrahmen.de

The primary aim of job-oriented foreign language education is to prepare learners for communication and professional demands, making any foreign language course potentially career-preparatory According to Funk, vocational language courses should adhere to the latest research in language didactics, which emphasizes core principles like contextualization, action, and success orientation The Common European Framework of Reference for Languages (CEFR) supports these principles by framing language proficiency through practical activities and real-world tasks The CEFR serves as a valuable tool for assessing performance and determining language levels in vocational settings Tasks and requirements systematized within the CEFR provide a foundation for designing exercises that meet workplace language needs and align with learners' individual requirements.

5.1 „Profile deutsch“ als ein Arbeitsinstrument auf Basis des GER

"Profiles Deutsch" is a project by the Council of Europe aimed at promoting and establishing its educational and language policies The initiative explores how education contributes to strengthening human rights, peace policies, democracy, mutual understanding, and societal trust Through this program, the Council of Europe emphasizes the vital role of education in fostering social cohesion and intercultural dialogue, aligning with its broader objectives of promoting peaceful coexistence and democratic values worldwide.

Building on existing research in language learning and teaching, "Profile Deutsch" is developed as an open and flexible system that explicitly aligns with the levels of the Common European Framework of Reference for Languages (CEFR) This approach ensures that learners and educators have a clear, standardized framework for assessing German language proficiency, enhancing the effectiveness of language instruction and learner assessment.

The "Profile Deutsch" program covers all components of communicative competence as defined and structured by the Common European Framework of Reference for Languages (CEFR) It provides a practical, reader-friendly, and detailed presentation that expands on all recommendations, materials, and theoretical explanations outlined in the reference framework, ensuring a comprehensive understanding of language skills development.

Niveaubeschreibungen A1 – A2 – B1 – B2 Kann-Beschreibungen globale Kann-Beschreibungen – detaillierte Kann-Beschreibungen – konkrete Beispiele zu den detaillierten Kann-Beschreibungen Interaktion –

Sprachliche Mittel Sprachhandlungen – kulturspezifische Aspekte – thematischer Wort- schatz – allgemeine Begriffe

Grammatik Systematische Darstellung – funktionale Darstellung

Strategien Kommunikative Strategien – Lern und Prüfungsstrategien

Tabelle 3: Die Komponenten von „Profile deutsch"(Glaboniat/Müller et al 2005, S 44)

"Profile Deutsch" is centered around action-oriented, multi-level Can-Do descriptors that facilitate the definition of learners' language skills and progress These descriptors precisely depict the linguistic actions at specific proficiency levels and are supported by concrete examples and patterns to aid understanding and implementation Vocabulary and grammatical structures are aligned with different levels, making them accessible for targeted learning Additionally, "Profile Deutsch" includes a built-in dictionary for quick reference and offers a wide variety of text types, greatly supporting teachers in lesson planning and curriculum development.

"Profile Deutsch" is a vital tool for presenting the ideas and goals of the CEFR accurately and in detail Additionally, it can help disseminate the latest research findings in the fields of "German as a Foreign Language" and "German as a Second Language" into teaching practice The potential of "Profile Deutsch" lies in its diverse applications within language learning and teaching activities.

5.2 „Profile deutsch“ als ein nützliches Hilfsmittel für verschiedene Benutzungszwe- cke des Bereichs Sprachenlernen und -lehren

„Profile deutsch“ richtet sich an Benutzer, die Curricula für bestimmte Sprachkurse entwi- ckeln, Lehrmaterialien erarbeiten, Tests und Prüfungen entwerfen und in der Unterrichtspra- xis stehen mửchten (vgl ebd., S 42)

Durch den eigenen digitalen Aufbau bringt „Profile deutsch“ viele Vorteile mit sich, von denen folgende zu nennen sind (vgl ebd., S 42f.):

- Effizienz: Die Lernziele und ihre relevanten sprachlichen Mittel oder Texte kửnnen schnell abgerufen und in andere Programme exportiert sowie weiterbearbeitet werden, was fỹr die Lehrkrọfte zeitửkonomisch ist

- Transparenz: Lern- und Unterrichtsziele, die für ein bestimmtes Niveau wesentlich sind, werden durch „Profile deutsch“ sowohl für Lehrende als auch Lernende in allen Kursen und Klassen transparent gemacht

Kohorenz integrates the requirements of numerous international tests and exams into a unified system, enabling users to establish comparable standards for their target assessments The selected learning materials are specifically designed to be exam-oriented, ensuring that learners focus on content that aligns with their testing goals This approach helps facilitate standardized evaluation and enhances preparation effectiveness across different international testing frameworks.

- Flexibilitọt: Mit den Materialien sowie den Aufgaben fỹr konkrete Situationen, die von

„Profile deutsch“ bereitgestellt werden, kửnnen die Benutzer auch eigene Materialien und Aufgaben aus anderen Quellen verknüpfen, damit sie spezifische Bedürfnisse der Ler- nenden erfỹllen kửnnen

ĩbungen und Aufgaben im Diskurs

The terms 'Übung' (exercise) and 'Aufgabe' (task), well-known among teachers and students, are often confused in classroom practice and are a current topic of research in foreign language didactics 'Übung' has traditionally referred to activities aligned with a behaviorist view of language learning, focusing on habit formation through repetition In contrast, 'Aufgabe' describes complex, solution-oriented, and highly self-directed learning activities that promote creativity and differentiation within language classrooms This distinction has led to the perception that 'Aufgaben' are more content-oriented, while 'Übungen' primarily serve to drill linguistic structures, though recent research emphasizes their overlapping roles in effective language acquisition.

Modern foreign language teaching redefines key terms, especially "exercise," shifting away from traditional approaches Traditional form-focused exercises are becoming less central in contemporary language education, as their primary role is now seen as pre-structuring and anchoring language tools that students need to complete specific tasks effectively (see Kleppin 2016, p 102f.).

Den gleichen Standpunkt vertritt Bọr (2016, S 10), wenn es zur Definition des Begriffs

"Fluent and free language use is only achievable through access to linguistic resources such as vocabulary and pronunciation, as well as skills like reading, listening, writing, and speaking Automating these skills and possessing methodological knowledge enable effective language mastery Achieving such automation is possible within a limited timeframe of language courses, provided that appropriate and meaningful practice activities are incorporated into the learning process."

"Practice encompasses all activities that help learners solve linguistic, content-related, communicative, or methodological problems, with the intentional aim of developing the necessary language skills, strategies, and competencies These exercises are designed to embed the targeted abilities so deeply that learners can perform them automatically in real-life, situational contexts."

Die Grafik von Funk et al (2014, S 16) verdeutlicht den Stellenwert der ĩbungen im Un- terricht und den Zusammenhang zwischen den beiden Begriffen ‚ĩbung‘ und ‚Aufgabe‘

Exercises are aligned with specific learning objectives that students should achieve to effectively prepare for tackling tasks during the application phase They are conducted within a structured routine or planned approach, emphasizing purposeful practice Instead of being seen as merely contentless and mechanical repetitions, exercises serve as supportive tools that facilitate problem-solving on both linguistic and methodological levels, promoting practical and skills-oriented learning (see Jenfu 1994, p 14; Bör 2016).

This understanding aligns with the context of competency-based education, emphasizing that language learning goes beyond mere knowledge transfer Instead, exercises foster authentic language use tailored to the learners' needs and practical work requirements, encouraging functional and meaningful communication.

Abbildung 2: Aufgabenorientierung anhand eines Beispiels (Funk 2014, S 16)

Analyzing exercise and task concepts is a crucial part of language textbook research and critique, as these elements demonstrate the methodological and digital innovations of a textbook and determine its quality Insights into new exercise and task designs serve as foundational knowledge for improving future language teaching resources and enhance pedagogical effectiveness.

Produkte Aus der Perspektive der Lehrenden setzt das tiefgrỹndige Verstọndnis der ĩbungs- und Aufgabensammlung die effektive Nutzung eines Lehrwerks vorraus.

Kriterienkatalog für die Lehrwerkanalyse

Effective planning and implementation of career-oriented foreign language education should adhere to core principles such as holistic approach, learner-centeredness, content relevance, activity- and project-based learning, promotion of cooperation, and learner autonomy Textbooks used in these courses must align with these specific concepts, providing exercises and activities that support such pedagogical goals This chapter discusses criteria for evaluating teaching materials based on theoretical foundations and practical experiences in vocational foreign language learning.

7.1 Orientierung am GER/ „Profile deutsch“

The Common European Framework of Reference for Languages (CEFR) and "Profiles Deutsch" are essential tools for planning and implementing competency-based foreign language instruction Additionally, the CEFR makes language proficiency measurable, comparable, and traceable for both employers and applicants It serves as a valuable instrument across the European and global labor markets for detailed planning, description, and determination of workplace-related language skills By explicitly and implicitly specifying professional language actions through can-do statements, the CEFR facilitates the assessment of occupational language competence (Kuhn, 2007).

The professional domain is one of the key areas where language use is realized, as outlined in the CEFR (GER) (see pp 52-53) The category "Work/Profession" in the CEFR can be introduced at the A1 level through Can-Do statements that explicitly describe communicative skills and abilities closely connected to work-related situations or that clarify the requirements relevant to professional contexts (Kuhn, 2007, p 251) These examples highlight the close relationship between language use and occupational scenarios, emphasizing the importance of developing communicative competence in professional settings for learners.

Zusammenhọngendes monologische Sprechen A1 Kann sich selbst beschreiben und sagen, was er/sie beruflich tut und wo er/sie wohnt

The GER topic list is not a definitive standard for selecting themes, allowing users flexibility in assessing and addressing learners' needs and motivations Not every topic holds the same significance for all target groups, which means that the differentiation of target audiences across different textbooks influences the choice of themes Additionally, the importance assigned to each topic relative to others depends on specific characteristics of the target audience.

According to Funk (2003b, p 171), the CEFR enables profession-oriented foreign language learning from the outset, allowing learners to incorporate social contacts at the workplace through modern communication media and professional topics without specialized technical language requirements For beginner-level learners, general, action-oriented language training based on the 'can-do' statements of the CEFR should serve as the foundation for communication in professional scenarios However, Funk’s analysis of five German as a Foreign Language (DaF) textbooks for adults at Friedrich-Schiller-University Jena reveals that vocational themes are only marginally present in these materials, a situation that has remained unchanged nearly 20 years after the initial assessment The textbook authors primarily regard the CEFR as a guideline for selecting topics, defining learning objectives, and designing communicative tasks The two textbooks analyzed explicitly state that their concepts are heavily aligned with the CEFR, prompting the question of whether recent DaF textbooks have evolved in their approach to vocational theme integration compared to older editions.

This work aims to conduct a comparative analysis of the latest textbooks regarding the emphasis on professional topics The study will explore the similarities and differences among these textbooks based on their alignment with the Common European Framework of Reference for Languages (CEFR) To clarify this criterion, specific questions will be posed to evaluate how each textbook integrates professional themes within the CEFR framework, providing insights into their pedagogical focus and relevance.

- Wird eine detaillierte Kann-Beschreibung aus GER/ „Profile deutsch“ in den Lehrwer- ken transparent umgesetzt?

- Welche Texte werden in die Lehrwerke eingebettet? Ist die Textauswahl der Lehrwerke für das GER-Niveau geeignet?

- Welche grammatischen Strukturen werden in den Lehrwerken eingeführt und trainiert? Entsprechen die Strukturen dem GER-Niveau?

- Welche Wortschatzthemen werden vermittelt? Entspricht der vermittelte Wortschatz dem GER-Niveau?

- Werden im Lehrerhandbuch Hinweise zur Orientierung am GER und „Profile deutsch“ gefunden?

The study of this criterion utilizes "Profile Deutsch" as a primary reference Detailed descriptions and examples from "Profile Deutsch" are compared with those in the GER (Common European Framework) and both instructional textbooks Additionally, the texts, vocabulary topics, and grammatical structures presented in the textbooks are analyzed and compared with those in the GER and "Profile Deutsch" to ensure consistency and comprehensive coverage.

The CEFR (Common European Framework of Reference for Languages) is based on the principle of "action-orientedness," which views language users and learners primarily as social actors According to this approach, individuals communicate and perform language tasks as members of society, navigating specific environments and contexts Language use occurs within the framework of linguistic activities, emphasizing the functional and practical nature of communication in various real-life situations (CEFR 2001, p 21).

In professional language instruction, "action-oriented learning" is the overarching principle, focusing on interests, goals, and needs of learners to promote effective communication in real-world workplace situations This approach aims to enable learners to participate confidently in job-related conversations and to develop awareness of appropriate communication strategies It emphasizes learner involvement in planning, executing, and evaluating lessons, making learning an active, responsible, and holistic process Grammar is taught not merely as knowledge but as a practical tool for action, with structures taught in context and purpose Additionally, integrating cross-disciplinary skills using authentic texts and targeted speech actions from the start of language learning enhances motivation and engagement A diverse, action-based, and vocationally relevant curriculum can significantly boost learner motivation and language proficiency in professional contexts.

Dem Prinzip ‚Handlungsorientierung‘ folgen die zwei fỹr die vorliegende Arbeit ausgewọhl- ten Lehrwerke, wie folgende Auszüge aus ihren Konzeptbeschreibungen deutlich machen:

„Klar gegliederte ĩbungssequenzen, die Zielaufgaben vorbereiten – aktives Sprachhandeln im Mittelpunkt“ (studio [21]) 2

„Handlungsorientierte Vermittlung wichtiger sprachlicher und berufsbezogener Fertigkei- ten: prọsentieren, geschọftliche E-Mails schreiben, sich mit Kunden und Kollegen austau- schen…“ (DaF im Unternehmen) 3

In many Asian countries like Vietnam, both teachers and students face challenges in adapting their teaching and learning habits in DaF (German as a Foreign Language) education The focus in Vietnamese language classes often leans heavily on grammar instruction, with teachers prioritizing declarative knowledge over procedural skills such as speaking and practicing the language Planning lessons centered on grammar exercises is easier for teachers than designing action-oriented, communicative activities, leading to a preference for grammar-based assessments that are quicker and more objective to evaluate From the learners' perspective, explicit explanations of grammatical structures, preferably in their native language, provide a sense of security Additionally, limited exposure to authentic language contexts hampers students' ability to acquire communication elements like gestures, facial expressions, body language, and eye contact, which are crucial for holistic language use Implementing teaching materials that integrate action-oriented skills with authentic texts and real-world communication situations can effectively address these challenges and enhance language proficiency.

Im Rahmen dieser Arbeit sollen die Gemeinsamkeiten und Unterschiede der Lehrwerke in Bezug auf das Prinzip ‚Handlungsorientierung‘ thematisiert werden Zur ĩberprỹfung die- ses Kriteriums werden die folgenden Fragen beantwortet:

2 Aufzug auf (https://www.cornelsen.de/reihen/studio-21-120002290000/grundstufe-120002290001 )

3 Auszug auf (https://www.klett-sprachen.de/daf-im-unternehmen/r-1/440#reiter=konzeption )

Do the curricula focus on professional topics and communication scenarios relevant to the workplace? Are the vocational components explicitly or implicitly integrated into the instructional materials? Additionally, what is the proportion of content dedicated to the "Career/Training" domain in comparison to other areas of life?

- Werden die Teilnehmer durch Aufgaben und ĩbungen auf die realen beruflichen Anfor- derungen vorbereitet? Stehen die sprachlichen, kommunikativen Handlungen der Berufs- orientierung im Mittelpunkt (vgl Beckmann-Schulz/Kleiner 2011, S 33)?

- Wird die Grammatikarbeit mit ihrem funktionalen Umfeld und kommunikativen Situati- onen verbunden?

- Ermửglichen die Aufgaben und ĩbungen der Lehrwerke den Umgang mit authentischen und berufsrelevanten Texten (vgl ebd.)?

- Werden handlungsorientierte ĩbungen zum Einsatz gebracht? Welche handlungsorien- tierten ĩbungsformen werden eingesetzt (Szenarien)?

- Werden im Lehrerhandbuch Hinweise zum Ansatz handlungsorientierter Lernaktivitọten gegeben?

7.3 Vermittlung und Training von Strategien

Traditional vocational language courses have focused primarily on teaching specific technical vocabulary through rote memorization of terminology and translation of professional texts However, this approach is problematic because rapidly changing work environments due to technological advancements and globalization can quickly render specialized vocabulary obsolete Furthermore, the diversity within learner groups poses challenges for instructors to select relevant terminology, as there are no clear standards to determine which vocabulary is necessary for different learners or professions Learners often memorize large quantities of technical words for exams only to forget them in practical contexts where these words are rarely used In the future, many learners will face multiple career changes, making it more important to develop flexibility in handling new terminology in various professional contexts Outside exam preparation, Technical vocabulary plays a limited role in broader professional language courses; instead, the primary goal is fostering lifelong learning and developing cross-disciplinary key skills From the outset, intensive training in work-related techniques, learning strategies, and the handling of authentic texts, new media, and large vocabularies should be central elements of vocational language education to prepare learners for dynamic and evolving work environments.

It is essential for language learners to develop a range of reading and comprehension strategies at the word, sentence, and text levels, including understanding basic word formation rules such as adjective endings and nominalization Additionally, expanding productive vocabulary through different word families and fields, systematically organizing synonyms and homonyms, employing memorization techniques, and applying correction strategies are crucial for effective language acquisition Familiarity with both print and digital reference materials from the beginning of language learning significantly supports students in navigating and utilizing resources efficiently Analyzing educational resources based on key criteria involves examining these strategies and tools to enhance language learning outcomes.

- Werden verschiedene Lesestrategien durch Aufgaben und ĩbungen eingefỹhrt und trainiert (vgl Kuhn 2007 S 216f.; Funk 2003a, S 178)?

- Werden die Erschlieòungsstrategien, die grundlegenden Wortbildungsregeln, Strategien zur Wortschatzverarbeitung, Memorisierungstechniken und Korrekturstrategien durch Aufgaben und ĩbungen eingefỹhrt und trainiert (vgl ebd.)?

- Sind im Lehrerhandbuch Hinweise zur Einführung und Entwicklung der Strategien der Teilnehmer zu finden?

Learner orientation is a key principle of professional foreign language instruction, focusing on tailoring teaching to the individual needs of students A learner-centered approach considers students' personal circumstances, including age, sociocultural background, native language, learning goals, interests, autonomy needs, and practical experiences By understanding and integrating these factors, teachers can adapt their methods and didactics to support each learner’s unique learning behavior and life situation, enhancing the effectiveness of language education.

Effective education places learners at the center of the teaching process, emphasizing active knowledge construction by each individual participant This approach requires tailored learning opportunities that address the diverse needs of different student groups, ensuring inclusive and differentiated instruction for optimal learning outcomes (Beckmann-Schulz & Kleiner, 2011).

Praktischer Teil

Orientierung am GER

The German-language textbook "studio [21]" aligns with the CEFR by clearly integrating learning objectives, targeted text selections, and specific grammar and vocabulary themes The accompanying materials demonstrate how each unit's learning goals reflect the CEFR's global proficiency descriptions and are consistent with the detailed "Profile Deutsch" can-do statements Instructional planning and exercises are closely based on these learning goals, ensuring targeted language development Early sections, such as "Start auf Deutsch," enable learners to practice understanding and using basic greetings and farewells in dialogues Activities like speaking exercise 6 on page 11 facilitate practical language use, while the teacher's guide suggests incorporating questions about well-being to enhance authenticity Throughout the course, greetings and farewells are repeatedly practiced across various contexts, both orally and in writing, through exercises involving phone conversations, SMS, and other communication forms.

Starting at the A1 level, learners are introduced to authentic texts from various life domains, helping them develop essential language skills relevant to real-life situations The curriculum incorporates numerous exercises and tasks embedded with texts from different areas of daily life, aligned with the GER and "Profile Deutsch" standards For example, Unit 7 features activities focused on visiting cards, enabling learners to practice and memorize essential information such as names, professions, addresses, and phone numbers This approach ensures that language acquisition is practical, contextually relevant, and aligned with recognized proficiency frameworks.

This article discusses the importance of creating and exchanging business cards as a productive activity for learners, allowing them to practice presenting themselves effectively Students can design their own business cards and share them during introductions, enhancing their communication skills and confidence These activities are aligned with exercises from relevant training modules, such as Exercise 4 on page 133 and Exercise 9 on page 141, which promote practical language use and professional presentation skills.

Annex 6 (pp 90ff.) provides a systematic overview of grammar for A1 level learners according to "Profile deutsch," categorizing grammatical phenomena introduced in selected textbooks The comparison reveals that "studio 21" presents foundational structures aligned with the categories and progression of "Profile deutsch," introducing prepositions both implicitly within fixed expressions and explicitly through rules, with repetition for reinforcement It is noteworthy that grammatical phenomena are gradually reduced and conveyed step-by-step; for example, modal verbs are integrated across multiple units (7, 8, 12) rather than being introduced all at once.

The vocabulary focus in the curriculum aligns with the patterns outlined by the GER and "Profile deutsch" (Funk et al., 2013, p 19), as detailed in Appendix 7 (p 96) The teaching resource introduces vocabulary across diverse topics such as living in DACH countries, environment, and health, which are essential for everyday communication Additionally, it emphasizes the teaching of job-related transfer vocabulary, including terms like computer, copy, send, email, and address, which are considered basic for all professions and listed as productive vocabulary at A1 level in "Profile deutsch." Through various exercises and tasks across multiple units, the curriculum ensures these words are automatised, supporting learners' language development It is crucial that the material offers teachers opportunities for deepening, expanding, or reducing vocabulary topics to meet the specific needs of the target audience.

Als ein wichtiges Prinzip der neuen Lehrwerkgeneration im Allgemeinen und des Lehrwerks

"Studio 21" emphasizes the importance of aligning with the Common European Framework of Reference for Languages (CEFR) and "Profiles Deutsch" in the lesson preparation process These frameworks serve as the fundamental guidelines for developing teaching and learning materials, ensuring consistency and quality The lesson plans explicitly detail how the CEFR and "Profiles Deutsch" influence the selection of grammar and vocabulary topics within the curriculum This approach provides teachers with practical direction, streamlining the process of choosing appropriate language content for their lessons.

„Unterrichtsvorbereitung“ Alternativen zur Vertiefung des Themas nach Interessen oder Be- dỹrfnissen ihrer Zielgruppe finden kửnnen

1.2 Das Lehrwerk „DaF im Unternehmen“

The ability of learners to act effectively in a professional context is central to the exercises and assignments in the textbook Therefore, language actions are emphasized as the key learning objectives for each lesson These focus areas help students develop practical communication skills essential for their career development.

The language acts achieved through the textbook align with the Can-Do statements of the CEFR and "Profile Deutsch." For example, the course trains various ways of greeting and saying goodbye in professional contexts, initially introducing these in the first lesson These skills are then reinforced through oral dialogues, such as scenario tasks on page 15, and written practice with SMS messages, private emails, and official correspondence in subsequent lessons.

The teaching of vocationally relevant texts aligns with the recommendations from "Profile Deutsch," incorporating a variety of exercises and tasks to develop all four language skills without requiring specialized knowledge, suitable for A1 level learners Similar to "Studio 21," "DaF im Unternehmen" introduces essential grammatical phenomena necessary for basic communication at A1, using both explicit rules and fixed expressions Grammar topics are broken down into manageable lessons; for example, modal verbs are taught gradually across lessons 5, 6, and 8 to facilitate understanding and automation.

Die im Lehrwerk vermittelten Wortschatzthemen entsprechen nicht allen Vorschlọgen von

The "Profile deutsch" curriculum focuses heavily on vocabulary related to "Profession and Work," emphasizing both occupational-specific terminology—such as terms used in emails and reports suitable for A1 level—and various business-related fields like departments, services, and mechanical engineering, which can be taught both orally and in writing Additionally, general conversational topics like hobbies, family, and weather are incorporated to help learners carry out small talk in professional settings The curriculum places less emphasis on themes like "Living" and "Health," which pertain more to students' private lives, as detailed in Appendix 7, page 96.

The curriculum specifies that the textbook aligns with the "Can-Do" descriptors of the CEFR, providing clear learning objectives (Lemmen, 2015, p 4) However, the curriculum’s focus on CEFR alignment does not explicitly address vocabulary and grammar instruction within the textbook Teachers are provided with suggestions in the teacher’s manual for planning and implementing activities aimed at expanding students' vocabulary based on their interests and learning needs, beyond the specific word fields presented in the textbook.

Handlungsorientierung

2.1.1 Die Domọne „Beruf/Ausbildung“ im Lehrwerk

The vocational component of foreign language learning can be addressed both explicitly as a separate unit and implicitly within other units, as explained in the "lesson preparation" section of the textbook Unit 7 specifically focuses on the domain "Career/Training," teaching essential vocabulary related to professions and job descriptions A key scenario in this unit involves introductions and presentations using business cards, directly connecting to the professional world Additionally, vocational orientation is implicitly reflected in various situations across other units, such as making appointments (with doctors and at work) in Unit 5, and discussing work locations in Leipzig or navigation within the library in Unit 6, illustrating the comprehensive integration of professional themes throughout the course.

A key advantage of the textbook is its inclusion of video-based stations, such as reading texts and interview videos introducing various professions These resources enable learners to review content, practice the four language skills, and gather information about German employees and their working environment Additionally, the textbook provides cultural texts—such as the section on "Products in Germany, Austria, and Switzerland"—which offer essential insights into brands and industries in the DACH countries Furthermore, the material offers opportunities for vocabulary expansion and intensive practice of profession-specific language functions, empowering educators to actively shape their lesson planning.

Abbildung 3: Berufsbilder im „studio [21]“ – Das Deutschbuch, S 178

This teaching resource aims to integrate general language and professional learning in accordance with the Common European Framework of Reference for Languages (CEFR) It ensures that lesson planning addresses both specific occupational requirements and broader linguistic competencies By doing so, it supports learners in developing skills that are applicable in both professional and everyday contexts, promoting comprehensive language development.

Private and public domains play a crucial role in the entire curriculum, covering topics such as "Cities – Countries – Languages" (Unit 3), "People and Homes" (Unit 4), and "Food and Drink" (Unit 10), which reflect students' everyday lives Additionally, culturally relevant texts provide insights into life in DACH countries, including landmarks, punctuality, and living in shared accommodations The communication scenarios presented in the textbook extend beyond workplace relationships, addressing interactions among family members, friends, tourists, locals, and roommates, thereby offering a comprehensive understanding of social contexts.

2.1.2 Die kommunikativen Sprachhandlungen als Mittelpunkt des Lehrwerks

The exercises and tasks in the course focus on teaching and practicing essential language functions that are necessary across all communication contexts and professions, such as understanding information, summarizing, sharing ideas, and conducting phone conversations These fundamental language skills form the basis of everyday professional communication At the workplace, conversations extend beyond subject-specific topics to include cross-disciplinary issues like administration, organization, and small talk about hobbies, weather, or vacations Therefore, the language functions covered in Units 9 and 11 are particularly relevant for professional communication.

It is important to recognize that speech acts within the context of a course (Unit 2) are essential Asking questions, providing answers, and requesting repetition are key communicative actions that employees need for effective workplace meetings, training sessions, and professional development courses These speech acts facilitate clear communication and improve learning outcomes in various educational and professional settings.

2.1.3 Grammatikarbeit Neben der Orientierung am GER sowie an „Profile deutsch“ bei der Auswahl der zu vermit- telnden Strukturen verfolgt die Grammatikarbeit die folgenden Prinzipien (siehe Anhang 6,

In "studio [21]," the authors emphasize the importance of applying learned structures and vocabulary in personal and meaningful statements from the very beginning This approach encourages the unconscious and implicit absorption and processing of information throughout the course (see Funk et al 2013, p 15) An example of this is the conversational phrases introduced in Unit 2, which facilitate natural language use and deeper learning.

The article discusses "Language in the Course" and emphasizes the implementation of speech acts such as "asking questions" and "requesting repetition." It highlights the unconscious use of questions with the modal verb "können" in practicing these speech acts, while yes/no questions and modal verbs like "müssen" and "können" are explicitly analyzed in Units 3 and 7, as illustrated in Figure 4.

Abbildung 4: Beispiel aus „studio [21]“ – Deutschbuch, S 32

An essential principle is connecting grammar instruction with pragmatically and thematically motivating topics, emphasizing that grammar should serve communication Instead of exhaustive presentations, grammatical tools are divided into manageable units based on their learnability and functions This approach can be exemplified by breaking down prepositions, which are introduced implicitly and unconsciously in the initial unit through contextual language functions, such as "I come from Germany and live in Frankfurt."

Prepositions in the article refer to locations and their positions, helping to specify where objects or people are situated Time-related prepositions, such as "am" for days or "um" for specific times, are covered in Unit 5 of the course Prepositions indicating directions are taught in additional units, as detailed on page 16 and illustrated in Figures 5, 6, and 7.

Abbildung 5: Beispiel aus studio [21] – Deutschbuch, S

Abbildung 7: Beispiel aus „studio[21]“ – Deutschbuch, S 151

Grammar exercises are always practiced within a meaningful context, such as the use of the perfect tense For example, the perfect tense sentences are linked and presented through a familiar text type: diary entries When writing a diary, the character recounts events that happened during the family vacation, providing an implicit focus on the perfect tense Learners can understand the content through images, which helps highlight the grammatical structures The participle-II forms from the text are identified and compiled into a table, enabling inductive grammar learning A variety of practice types, including gap-fill exercises, writing tasks, role-plays, and scenario-based activities, are used to automate grammatical structures Importantly, these exercises always connect the structures to specific, real-life situations, ensuring relevance and practical application.

Kommunikationszwecke verwendet werden (z B über den eigenen Traumberuf sprechen, eine Postkarte schreiben) (siehe Abbildung 8, 9)

Abbildung 8: Beispiel aus „studio [21] – Deutsch- buch, S 166

Abbildung 9: Beispiel aus „studio [21]“ – Deutsch- buch, S 143

2.1.4 Umgang mit berufsbezogenen und authentischen Texten

The teaching material incorporates a variety of texts designed to facilitate diverse pragmatic language tasks These texts are listed in Appendix 4 (pp 86 and following) and are categorized according to the communicative domains defined by the GER Additionally, the texts can be analyzed based on their presentation and storage options using different media formats, enhancing their effectiveness in language instruction.

The curriculum primarily lacks domain-specific texts, with a greater focus on texts from public and private spheres compared to those directly related to professional topics Many texts appear across both everyday and professional contexts, such as invoices and calendars, which complicates strict classification The curriculum emphasizes integrating general and professional language learning as its core principle, aiming to develop comprehensive communicative competence Repeated exposure to biographies, descriptions of professions, job advertisements, and workplace texts helps learners gain insight into the German occupational landscape Additionally, reading exercises featuring everyday texts like brochures, menus, and weather reports, along with factual texts about Germany, provide learners with sociocultural knowledge to facilitate active participation in workplace small-talk and smoother cultural integration The curriculum also incorporates interactive, productive tasks that develop essential cross-disciplinary language skills, such as interpreting graphics and tables, analyzing newspaper headlines, navigating websites, and summarizing information, thereby enhancing overall language proficiency in vocational and general contexts.

The authenticity of texts is emphasized in the teaching materials, providing learners with numerous real-life examples such as airport or train station signs, supermarket brochures, and business cards with actual addresses and names, even at beginner A1 level The curriculum also includes media texts like newspaper articles, excerpts, and radio interviews, enhancing exposure to authentic language use Additionally, learners can work with real websites during certain activities, leveraging the internet to improve their text creation, presentation, and storage skills Visual design plays a crucial role in increasing perceived authenticity, especially in tasks like composing SMS or emails, where learners write short, simple texts or fill in gaps due to limited language skills Despite linguistic limitations, the realistic visual presentation of these texts has an emotional impact, helping learners experience simulating real-life tasks.

Abbildung 12: Prospekt aus „studio [21]“ – Deutschbuch, S 9

Abbildung 13: Anzeigetafel aus studio [21] – Deutschbuch, S 9

Abbildung 14: SMS-Beispiel aus „studio [21] – Deutschbuch, S.59

The exercise and task offerings in the curriculum are guided by the principle of action orientation, focusing on learners' linguistic actions both inside and outside the foreign language classroom Activities such as role-plays with concrete contexts, dialogues using language patterns or phrases, and writing postcards exemplify this approach Additionally, numerous exercises promote communication and cooperation among learners, enabling engaging, diverse, and movement-enhancing learning activities like didactic games (e.g., dictation, drawing and describing the room, autograph hunts), conducting surveys, and reporting on events like birthdays Furthermore, tasks that encourage learners to plan, discover, or create their own products—such as internet research, trip planning, or online shopping—support autonomous and action-oriented language learning.

Vermittlung und Training von Strategien

Effective vocational foreign language learning depends on engaging with diverse texts and acquiring a broad vocabulary Instead of primarily focusing on translation exercises, the core of A1-level language instruction is now centered around teaching essential learning strategies and working techniques The "studio 21" curriculum integrates key reading and comprehension strategies, along with memorization techniques, to facilitate learning a new language and lay the foundation for independent, lifelong learning at higher levels and in specialized fields It is evident that reading comprehension strategies are extensively and holistically embedded within many exercises and tasks, as exemplified below.

In the first lesson, learners can acquire basic reading comprehension strategies even with limited German language skills, such as understanding specific information by identifying international words in texts These strategies are introduced both implicitly through practice and explicitly as helpful tips, including marking key information with colors and connecting texts with images to activate prior knowledge and generate hypotheses The provided examples guide learners in sorting information into categories and summarizing texts using tables, while also teaching them how to formulate and answer questions about the texts Additionally, the curriculum offers strategies for writing, emphasizing breaking down the writing process into small steps and self-checking, as demonstrated in various instructional illustrations Incorporating these techniques enhances reading and writing skills efficiently.

The article emphasizes the importance of recognizing international words as a key strategy in vocabulary acquisition, built upon learners' prior language experiences to understand and infer the meanings of words in context (Funk et al., 2013, p 19) This strategy is introduced early in the language learning process (see Figure 27) The vocabulary development is further enhanced through systematic categorization of new words into themes, homonyms, and synonyms within the textbook Additionally, the curriculum aims to teach fundamental word formation rules, such as creating compound words and understanding occupational suffixes like "-in." Notably, the use of vocabulary books as a tool for vocabulary learning is explicitly highlighted, with diverse exercises encouraging learners to pay attention to articles, plural forms, and spelling accuracy (see Figures 31-34).

Abbildung 34: Beispiel aus „studio [21]“ – Deutschbuch,

Darüber hinaus werden viele praktische Lern- sowie Memotechniken in Form von

Effective study tips are intentionally communicated using clear and eye-catching visuals to capture students' attention These engaging presentations encourage learners to independently practice and internalize the strategies beyond the classroom setting.

A key feature of the curriculum is the cyclical repetition and training of reading strategies across different units and stations The lesson preparation explicitly emphasizes the importance of learning strategies and their role in the curriculum design, particularly on pages 19–20 It also addresses students' difficulties with vocabulary work to help teachers better understand these challenges and introduce appropriate learning strategies consciously Additionally, helpful tips are provided for teachers on how to effectively teach and practice these strategies during lesson planning Each learning activity is carefully structured with teacher instructions, language use, media deployment, social formats, and games to enhance engagement and understanding.

The teaching material aims to enhance students' reading comprehension through the effective implementation of reading strategies Intensive practice in answering text-based questions is used to promote understanding, and this strategy is repeated in almost every lesson However, there is a lack of explicit examples or tips on how students can find answers within the text, such as using colored highlights for keywords or relevant information Teachers need to be aware of this and incorporate these strategies consciously during the initial phase of reading exercises to improve students' text analysis skills.

Explicitly teach reading strategies to enhance comprehension (see Figure 36), while providing opportunities for learners to practice organizing information from texts and presenting it in various forms (see Figure 20) Through numerous exercises, students develop skills to connect texts and images effectively during reading, improving their overall understanding.

Abbildung 36: Beispiel aus "DaF im Unternehmen" – Kurs- und ĩbungsbuch, S 23

During vocabulary instruction, various strategies can be developed through targeted exercises, such as introducing new words with accompanying photos and organizing them into thematic word fields Repeatedly highlighting international vocabulary within texts across different lessons reinforces learning and aids retention At the end of each lesson, vocabulary lists are provided, systematically categorized by word fields and parts of speech, including sets of homophones and synonyms Learners are encouraged to form and collect word pairs through exercises, enhancing their understanding of related vocabulary Basic word formation rules, such as compound words and profession designations, are integrated into practice activities, with compound words being introduced in two exercises without explicitly stating the rules Notably, noun transformations of words are trained through multiple exercises, facilitating better comprehension of texts and enabling learners to use language more flexibly and creatively.

Abbildung 38: Beispiel aus "DaF im Unternehmen" – Kurs- und ĩbungsbuch, S.187

Using dictionaries for look-up and verification is practiced through various exercises, helping learners develop essential skills Students are trained to look up not only articles and plural forms of nouns but also grammatical features, word separation, and pronunciation details in the dictionary This comprehensive approach enhances their understanding of vocabulary and language structure, supporting effective language acquisition.

The textbook provides tips that only outline rules for memorizing linguistic elements, but it does not include tips for self-learning vocabulary, such as using flashcards or learning words in pairs The teacher's manual mentions learning strategies and work techniques only indirectly, offering guidance on planning and executing learning activities that can help develop memorization techniques Examples include letter tile games and domino games to form compound words, which support the development of learning strategies without explicitly explaining them or addressing related learning challenges.

Lehrenden bei Durchfỹhrung der Aufgaben und ĩbungen zu beachten ist (z B auf Wort- grenzen, Groò- und Kleinschreibungen sowie Satzzeichen und Anschaulichkeit der Lernkar- ten achten)

Lernerorientierung

4.1.1 Transparenz von Zielen, Sozialformen und Arbeitsformen der ĩbungen und Aufgaben

The curriculum lists the learning objectives for each unit on a double page, enabling learners to monitor their progress independently At the end of each unit, key language functions, vocabulary areas, grammatical structures, and pronunciation topics are summarized on a single page, facilitating effective review and reinforcement of the material.

The textbook and exercise sections follow a consistent principle, ensuring that activities and tasks are uniformly designed across both parts Exercises in the textbook section focus on automating language techniques and developing skills, with clear instructions provided to guide learners These instructions explicitly explain what learners should do, which skills or linguistic elements to practice, and include descriptions of social forms and rules, sometimes illustrated with pictures for better understanding The transparent presentation of learning objectives, content, and social forms within the workbook helps learners easily orient themselves and effectively engage in practice both inside and outside the classroom.

4.1.2 Das Einbeziehen von Biografien und Lebenserfahrungen der Lernenden in ĩbungen und Aufgaben

Cultural comparisons are integrated into the exercises and tasks of the curriculum, encouraging learners to share and compare culturally specific situations from their own countries with those in DACH countries This approach is especially valuable in diverse learning groups, fostering the development of intercultural competence The learners' socio-cultural knowledge plays a crucial role in solving quiz exercises, which also offer opportunities for research and discussion to deepen understanding of DACH countries and other cultural communities.

An additional benefit of the exercise and assignment offerings in the textbook is their strong focus on students' interests Open-ended tasks encourage learners to write personal texts about themselves, express their opinions, and share preferences The dialogues are tailored to reflect students' life experiences, making the learning process more relevant Interactive activities, such as conducting surveys within the class, promote active sharing of personal experiences across various areas, enhancing student engagement and practical language use.

Deutschbuch, S 13 Abbildung 42: Beispiel aus „studio [21]“ – Deutsch- buch, S 23

Deutschbuch, S 113 Abbildung 44: Ich-Text aus „studio [21]“ – Deutsch- buch, S.167

Abbildung 46: Umfrage aus „studio [21]“ – Deutsch- buch, S 167

4.1.3 Texte aus dem Umfeld der Lernenden

In language learning activities, students are encouraged to bring authentic texts from their environment to class, supporting a gradual development of language awareness at A1 level These texts are simple, everyday examples related to German language use or multilingualism, serving as valuable tools for interactive exercises such as role plays and dialogue practice For instance, using business cards during greetings and introductions helps train both verbal and non-verbal communication skills, making realistic communication scenarios easier to learn and understand Incorporating authentic materials enhances practical language skills and promotes real-life conversational competence.

Currently, the number of exercises and tasks that allow learners to bring authentic texts from their environment and utilize them in class is limited There are no clear instructions or prompts in activities related to different text genres, such as job advertisements or warning signs, that guide learners to incorporate their own texts Enhancing these exercises could better support learners in applying real-life language skills and making meaningful connections with authentic materials.

Deutschbuch, S 15 Abbildung 48: Beispiel aus „studio [21]“ – Deutsch- buch, S 55

4.1.4 Einsatz der arbeitsplatzbezogenen Medien zur Lửsung der ĩbungen und Aufgaben

The workbook aims to develop learners' ability to handle both professional and authentic texts effectively It categorizes texts into two main groups: printed materials such as invoices, appointment calendars, business cards, newspaper articles, and job advertisements, and digital texts like SMS, emails, and websites While learners work with both types, the workbook offers limited opportunities for independent internet research, as most digital tasks primarily simulate the visual aspects of SMS and emails There are few exercises that reflect real-world email interface usage, which may restrict practical digital communication skills development.

A notable advantage of the textbook is that it trains students to utilize the internet productively through various project tasks Students learn to research information online and organize it in different formats However, the presentation of results is primarily limited to traditional media such as collages, educational posters, flip charts, and tables (as shown in the German textbook) The use of other writing and presentation programs like Word or PowerPoint for completing these tasks is not explicitly mentioned.

Film offerings depicting realistic workplace scenarios serve as effective multimedia tools, helping to convey concrete perceptions of the working world in DACH countries The online resources of the textbook meet the diverse learning needs of a heterogeneous group of learners and promote flexible, self-guided, and interactive learning outside the classroom.

4.1.5 Hinweise zum Prinzip „Lernerorientierung“ in der „Unterrichtsvorbereitung“

The principle of learner orientation, or course participant focus, is not explicitly highlighted as a central theme in the conceptual description However, it is reflected through various features of the exercise and task concept Catering to the needs of German language learners for both leisure and professional purposes is a core principle of the curriculum Additionally, the importance of multimedia and digital media in language teaching, along with the functions provided by the media offerings within the textbook, underscores the integration of modern technological tools to enhance language learning experiences.

"Lesson planning," as explained on page 20, emphasizes the importance for educators to consider this aspect more strongly during the preparation process For all learning activities, specific didactic suggestions are available, focusing directly on opportunities for media use, such as interactive whiteboards and Moodle course rooms Additionally, various options for expanding or deepening a topic are provided in the lesson planning section, allowing educators to tailor their approach based on students' interests and learning habits.

4.2.1 Transparenz von Zielen, Sozialformen und Arbeitsformen der ĩbungen und Aufgaben

Im Inhaltsverzeichnis werden die Lernziele in Form einer Liste der zu trainierenden Sprach- handlungen und Handlungsfelder jeweils nach Lektion dargestellt Zusọtzlich werden darin

This article discusses the structure and content of language learning materials, focusing on grammar, vocabulary, pronunciation, and spelling training Each double page (A, B, C, D) explicitly highlights the targeted language skills, ensuring clarity for learners At the end of each lesson, scenario-based exercises provide opportunities for practical application and reinforce learning Additionally, the final page of each lesson features a vocabulary list organized by word types and fields, facilitating effective review and retention of new language concepts.

Clear work instructions specify the learning activities and social forms for exercises and tasks, ensuring structured practice Exercises are designed in parallel with the coursebook to complement and reinforce the lesson content (see Lemmen, 2015, p 4) In addition to the instructions in the coursebook, reference is made to relevant exercises and worksheets in the exercise book To assess understanding of grammar topics, a “Grammar Overview” page is included at the end of each lesson in the exercise book, facilitating effective grammar review and reinforcement.

4.2.2 Das Einbeziehen von Biografien und Lebenserfahrungen der Lernenden in ĩbungen und Aufgaben

The textbook closely aligns with the professional lives of learners by integrating real-world work contexts into exercises It emphasizes the importance of learners' experiences and sociocultural knowledge when completing tasks, with many exercises requiring knowledge of the local culture Cultural differences between the DACH region and learners' home countries, such as time zone differences, are addressed and compared to highlight factors influencing workplace cooperation The learners' understanding of companies in DACH countries is deepened through company profile exercises Additionally, everyday and professional experiences are incorporated into activities, encouraging learners to discuss international cuisines or share travel stories as small talk topics Leveraging their professional backgrounds, learners are guided to deliver short presentations about their companies, departments, and specific roles, enhancing their practical language skills in a workplace context.

Student interests are taken into account by the learning materials, ensuring engaging and relevant content It's important to note that learners actively participate in interactive and task-based activities, such as ordering office supplies or restaurant meals, which enhance practical language use These scenarios foster real-life communication skills, aligning with effective language learning principles and improving learner engagement.

Internet-Recherche trotz der detaillierten Rollenverteilung noch Freiheit haben, ihre Prọfe- renzen zu ọuòern und nach ihrem Interesse auszuwọhlen

4.2.3 Texte aus dem Umfeld der Lernenden

Gemeinsamkeiten und Unterschiede zwischen einem Lehrwerk mit Berufsorientierung

Analysis reveals that both textbooks share many key similarities, highlighting their comparable instructional approaches The selected criteria in this study serve as the core elements of the conceptual design guiding both educational resources, emphasizing their alignment in pedagogical structure and content.

The Lehrwerke are strongly aligned with the Common European Framework of Reference for Languages (CEFR), with their descriptions clearly translating CEFR proficiency levels into practical language activities and learning objectives They facilitate learners' self-monitoring and assessment by making the CEFR Can-Do statements transparent and concrete through exercises and tasks Both textbooks aim to introduce beginners to the fundamental grammatical structures of German, ensuring an effective foundation for learners starting to study German as a foreign language.

The instructional materials align with the grammatical topics and progression recommended by the GER and the "Profile deutsch" planning tool, ensuring a coherent language learning structure They offer a diverse selection of text types from various domains, including private, public, and professional contexts, to meet the realistic demands of learners in everyday and professional communication Many of the career-related texts are incorporated into exercises and tasks within the textbooks, designed to prepare students for real-life text work Importantly, these texts are designed to be accessible, avoiding overwhelming learners by not requiring specialized knowledge or profession-specific vocabulary.

The two textbooks emphasize action-oriented learning activities both inside and outside of foreign language classes, focusing on developing learners' practical skills in general and professional contexts They incorporate realistic communication situations from everyday life and the workplace, enabling learners to practice language use relevant to real-world scenarios The interactive tasks facilitate both language proficiency and preparation for professional linguistic demands, adhering to principles of functional and situational grammar, where grammatical structures are taught within meaningful contexts to serve specific communication purposes Authentic texts are central to maintaining the textbooks' action-oriented approach, allowing learners to engage with real-life materials that ease their integration into daily and professional life in the target country Notably, the textbooks utilize diverse, activity-based exercises, such as role-plays, internet research, presentation of results, and email composition, with scenario-based methods at the core of their tasks These scenarios aim to develop learners' language skills in realistic situations by encouraging independent, context-driven actions to meet professional requirements, while also serving as practical application phases where learners can review and assess their performance.

Compared to traditional role-playing, scenarios can be conducted in small groups simultaneously, making them more time-efficient for teaching This approach also enables instructors to actively observe and support students more effectively.

At the A1 level, the teaching materials strongly emphasize strategies for text comprehension and learning techniques Students are trained in multiple reading strategies, such as highlighting key information with colors, summarizing texts, and connecting text details with images to enhance understanding Instead of focus solely on translating and memorizing new vocabulary, vocabulary learning is integrated into activities that promote the application of comprehension strategies, such as categorizing words into semantic fields or word pairs, and associating words with visual representations International words are actively used and contextualized in exercises, aiding learners in recognizing their meaning across different contexts Basic word formation rules are also introduced, along with guidance on how to use vocabulary books, supporting beginners in acquiring and consolidating new words These learning strategies and techniques form the foundation for continued language development and promote lifelong learning skills.

The textbooks focus on learners and their needs, making learning objectives, social, and work formats transparent in each unit and task They incorporate students' sociocultural knowledge and experiences from daily life and professional contexts into exercises and activities Cultural differences between the DACH region and students’ countries of origin are addressed and openly discussed through various tasks Open tasks encourage learners to share their opinions and preferences, fostering active participation Project-based and language-producing activities help students independently organize and execute problem-solving phases Additionally, the textbooks offer teachers numerous planning options to tailor content to students’ interests and learning needs.

The article highlights the importance of reducing workload and providing opportunities for students to bring relevant texts from their environment to class for discussion While some tasks allow learners to incorporate their own materials, the number of such assignments remains limited, emphasizing the need for balanced and interactive learning methods.

One notable advantage of the two textbooks is their integration of profession-specific media use within the tasks, encouraging students to engage deeply with both analog and digital media They incorporate industry-relevant media such as questionnaires, forms, graphics, and weekly reports into various activities, alongside exercises that involve analyzing media content like newspaper articles and websites Additionally, the use of digital media is emphasized as a key learning goal, with students encouraged to research information online to complete tasks The curriculum also repeatedly trains students in understanding and composing private and professional emails and texts However, the presentation of project results is often limited to traditional media like flipcharts, collages, or tables, with little guidance directly referencing specific software programs such as Word or PowerPoint, or digital tools like projectors and interactive whiteboards.

Ein wichtiger Vorteil der beiden Lehrwerke ist die Fửrderung des Lehrerhandbuches/der

"Effective lesson preparation is essential for teachers, providing clear descriptions of the principles underlying instructional materials aligned with the Common European Framework of Reference (CEFR) Detailed explanations of grammar and vocabulary work help educators understand and utilize the teaching concepts more effectively Teacher manuals and lesson plans offer numerous didactic suggestions to promote interactive learning and communication among students Additionally, these resources recommend various extension and deepening activities tailored to different learners’ needs Aesthetically designed photocopiable materials serve as valuable tools for lesson planning, supporting teachers in delivering engaging and adaptable instruction."

Although both textbooks align closely with the Common European Framework of Reference (CEFR), they differ in the selection of vocabulary topics taught Analysis reveals that the textbook "studio [21]" emphasizes integrating general language skills with vocational content, ensuring learners acquire relevant terminology for both everyday and professional contexts.

The language learning objectives focus on vocabulary themes aligned with the Common European Framework (CEFR) and follow the recommendations from "Profile Deutsch." While topics like housing, moving, sports, and health related to everyday life in DACH countries are emphasized, the "DaF im Unternehmen" course is tailored more towards future professional life, deepening vocabulary related to careers, workplaces, departments, and functions Core workplace vocabulary such as professions, activities, dates, office furniture, and services is prioritized for all students, with additional focus on company departments and machinery Topics like travel, hobbies, and family are introduced as small-talk themes, whereas vocabulary related to living in Germany or health is minimal within the course.

The significant difference lies in the emphasis on the "Profession/Training" domain within the educational materials The vocational components are explicitly addressed in specific units as well as implicitly integrated across various sections of the "studio [21]" textbook Other domains, such as private and public spheres, are aligned with the "Profession/Training" domain, reflected in diverse communication contexts that extend beyond the workplace to settings like cafes, medical appointments, or travel This variety allows learners to encounter multiple text types from different life areas, broadening their understanding of life in DACH countries In contrast, the "DaF im Unternehmen" textbook primarily focuses on communication within professional contexts, with the "Profession/Training" domain present in every lesson Text-based tasks mainly involve the preparation of emails, while literary texts such as poems or songs are common in "studio [21]" but absent from "DaF im Unternehmen," highlighting differing pedagogical approaches.

When comparing the "lesson preparation" from studio [21] with the teacher's manual of "DaF im Unternehmen," it is important to consider their differences While both resources aim to facilitate lesson planning and the use of teaching materials, the "lesson preparation" by studio [21] specifically focuses on streamlining the teacher's preparatory work, offering distinctive features that set it apart from the traditional teacher's manual.

A more detailed concept description is essential to effectively understand the core principles of this teaching material The key principles are concretely explained in the "lesson preparation" section, using examples from the German textbook to illustrate practical applications Didactic suggestions for each exercise in the German textbook are specified, including social forms, media usage, and supplementary materials, ensuring comprehensive support for teachers in lesson planning.

Beurteilung von Einsatzmửglichkeiten der zwei Lehrwerke in Vietnam

There is a significant increase in the demand for learning German in Vietnam, especially among youth and working professionals seeking better career opportunities Early, career-oriented language learning and the use of appropriate teaching materials are crucial for students in Vietnam The textbook "Studio [21]" is widely used in Goethe-Institut and Vietnamese-German University German courses, and many private language schools also employ it to align their offerings with Goethe-Institut certifications While "Studio [21]" provides a broad overview of daily and professional life in German-speaking countries, it may not fully address the specific workplace needs of certain target groups; for these, "DaF im Unternehmen" could be a more suitable choice Both textbooks follow key principles of profession-specific German as a Foreign Language (DaF) instruction, such as alignment with the Common European Framework of Reference for Languages (CEFR), task-based learning, and learner-centered approaches Based on these insights, two suggested strategies for integrating these materials into Vietnamese German courses are proposed to optimize language acquisition and professional readiness.

A parallel use of both textbooks in a course can be effective, with their alignment to the Common European Framework of Reference (CEFR) and similar grammatical structures facilitating integration Depending on the learners' professional needs, material from one textbook can serve as the core course content, while topics, vocabulary, and exercises from the other can act as supplementary resources for deeper understanding For example, German company employees in Vietnam might use "DaF im Unternehmen" to focus on workplace communication, while cultural topics from "Studio" can enhance their skills for small talk with German partners or business trips to Germany This approach allows tailored learning experiences that address both language proficiency and practical cultural knowledge.

The "DaF im Unternehmen" textbook is used in an advanced course for learners who have completed an A1-level general German course This specialized course allows learners to review and apply grammatical structures and vocabulary in a professional context Additionally, it helps expand occupational vocabulary and intensively trains job-specific skills.

Conducting a needs analysis before a course is essential, as understanding learners' motivation and needs helps tailor effective instruction Using target group profiles enables instructors to select appropriate teaching materials, but flexibility and openness in lesson planning are crucial Relying too heavily on a single textbook may result in irrelevant content and distract from the learners’ actual learning objectives.

Tiêu đề	Berufsorientierung Von Beginn An Aufgaben Und Ubungskonzepte Neuester Lehrwerke Deutsch Fur Den Beruf
Tác giả	Nguyen, Thi Minh Thy
Người hướng dẫn	Frau Akademischer Rat Dr. phil. Christina Kuhn, Frau M.A. Alice Friedland
Trường học	Friedrich-Schiller-Universität Jena
Chuyên ngành	Deutsch als Fremdsprache, Interkulturelle Studien
Thể loại	Masterarbeit
Năm xuất bản	2021
Thành phố	Jena

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Số trang	101
Dung lượng	18,69 MB