EINLEITUNG
Themenauswahl und Forschungsgegenstand
As I am currently engaged in the field of tourism and will soon be working in an international environment, conducting research on cultural topics is highly beneficial for my studies This research will enhance both my expertise and my understanding of future clients.
As a student at the Foreign Language University, I have the opportunity to work in the field of "Intercultural Communication." This area encompasses various focuses, and I am particularly interested in cultural standards Engaging with the concept of cultural standards is complex yet fascinating, as this term frequently appears in everyday life.
At the outset, I aimed to explore cultural standards for students at German universities To challenge myself, I chose the topic: "German Cultural Standards in the Intensive Preparatory German Course at the University of Greifswald and Their Role as a Framework for Students of the German Department at ULIS."
Having visited Germany twice, I have gained valuable insights into the cultural differences between Vietnam and Germany I aim to share my experiences to help Vietnamese students feel more at home during their stay in Germany.
I have examined and utilized the definitions proposed by scholars regarding the theoretical significance of the topic It is my hope that this theoretical section will contribute to the IKK seminar at ULIS.
Zielsetzung
In meiner Arbeit versuchen wir auf folgende Fragen eine Antwort zu finden:
• Wie werden ,,Kultur” und ,,Kulturstandards” definiert?
• Welche deutschen Kulturstandards an deutschen Hochschulen gibt es? Wie werden sie den auslọndischen Studierenden an der Universitọt Greifswald vermittelt?
The theoretical foundation addresses key questions by defining the fundamental concepts of culture, comparing two composite definitions of German cultural standards, and presenting six dimensions of these standards as outlined at the University of Greifswald.
• Welche Rolle spielen deutsche Kulturstandards bei der Orientierung für vietnamesische Studierende, die sich in Deutschland aufhalten?
• Wie kann der Inhalt ,,deutsche Kulturstandards” des IKK-Seminars an der ULIS verbessert werden?
The practical section analyzes the survey results from a group of nine students at the German Department of ULIS This investigation aims to highlight the role of content delivery, identify the learning difficulties faced by students, and provide suggestions for improvement.
Forschungsmethode und Aufbau der Arbeit
The work employs two primary methods: qualitative and quantitative approaches, utilizing surveys, statistics, analysis, and comparison Following the survey, the compiled data is analyzed to create relevant statistics Finally, the results are presented.
The structure of this work is derived from its objectives, beginning with an introduction that covers topic selection, research subject, and research methods The second chapter presents theoretical foundations, defining key terms such as culture, cultural standards, and specifically German cultural standards The third chapter examines the state of German cultural standards at German universities, focusing on those listed in the intensive preparatory German course at the University of Greifswald Chapter four explores insights from students at the German faculty of ULIS regarding these German cultural standards and their role as a framework for Vietnamese students from ULIS studying in Germany The fifth chapter addresses how to improve the content of the German cultural standards in the IKK seminar at ULIS Finally, the concluding chapter summarizes the research findings.
THEORETISCHE GRUNDLAGEN
Zum Begriff ,,Kultur”
The term "culture," derived from the Latin root "colere," meaning to inhabit, cultivate, or honor, generally refers to the patterns of human activity and the symbolic structures that give significance to this activity.
Unterschiedliche Definitionen von "Kultur" spiegeln unterschiedliche theoretische Orientierungen zum Verstọndnis oder Kriterien zur Bewertung menschlicher Aktivitọten wider Beispielweise definiert UNESCO Kultur wie erfolgt:
Culture encompasses the entirety of unique spiritual, material, intellectual, and emotional elements that characterize a society or social group This definition includes not only art and literature but also lifestyles, human rights, value systems, traditions, and belief systems.
This definition highlights UNESCO's cultural norms, emphasizing that human commonalities are linked to the characteristics of each group This connection has fostered shared human values, reflecting the distinctiveness of each location and the unique identity of its society.
Im Dokument des 12 Nationalen Kongresses der Kommunistischen Partei Vietnams heiòt es:
Văn hóa là sự tổng hợp sống động của các hoạt động và sáng tạo từ quá khứ đến hiện tại, hình thành nên một hệ thống giá trị, truyền thống và thị hiếu đặc trưng cho mỗi dân tộc Qua các thế kỷ, những hoạt động sáng tạo này đã định hình bản sắc văn hóa riêng biệt của từng cộng đồng.
Culture is a blend of past and present activities, along with creativity Over the centuries, these creative endeavors have established a unique traditional value system, which is a key factor in defining the characteristics of each nation.
This definition links human creativity with the historical processes of each nation, highlighting that the unique characteristics of each place and the distinct identity of a nation are regarded as essential human values.
Heringer hat auch eine praktische Definition von Kultur vorschlagen Es geht darum, dass Kultur wie Sprache eine menschliche Institution ist Sie ist in gemeinsamen menschlichen Handeln entstanden
Culture is a way of life and a unique object that, like language, is a human institution grounded in shared knowledge It emerges from collective human action and is shaped by the invisible hand of society Culture represents the potential for meaningful collaborative actions, but this potential is only realized through performance and enactment, having developed through such performances.
Prọsident Ho Chi Minh teilt die gleiche Auffassung mit Heringer, wenn er Kultur in Bezug auf Leben, Sprache, Kunst usw definiert:
Vì nhu cầu sinh tồn và mục đích sống, con người đã sáng tạo ra ngôn ngữ, chữ viết, đạo đức, pháp luật, khoa học, tôn giáo, văn học, nghệ thuật và các công cụ phục vụ cho đời sống hàng ngày Tất cả những sáng tạo này đều cấu thành nên văn hóa.
7 wie Ankleiden, Mahlzeiten, Unterkünfte und Nutzungsarten erfunden Diese Kreationen und Erfindungen sind alle Kultur“.)
Culture is created by people for their own benefit and is inherently human, maintained by communities to serve human life and passed down through generations This understanding of culture has evolved through interactions with societies from diverse backgrounds, leading to a shift in the perception of a closed cultural unit, which is now seen as a set of behavioral strategies specific to a confirmed group of individuals.
Zum Begriff ,,Kuturstandards”
Genau wie das Konzept der Kultur gibt es auch verschiedene Definitionen für das Konzept der Kulturstandards
In dem Buch „Interkulturelle Kommunikation: Methoden, Modelle, Beispiele“ ist der Begriff ,,Kulturstandards“ wie folgt dargestellt:
„Kulturstandards entstehen im Laufe der Zeit durch die Auseinandersetzung von Individuen mit den besonderen sozialen, politischen und ửkonomischen Bedingungen ihres Landes“ (2006:75)
Nach dieser Definition kửnnen Kulturstandards als Regeln der sozialen Interaktion in einem kulturellen Kreis beschrieben werden Diese Normen werden nach ausgewọhlten Erfahrungen festgelegt
Nach Professor Alexander Thomas sind Kulturstandards die zentralen Merkmale einer Kultur:
Cultural standards encompass the various ways of perceiving, thinking, valuing, and acting that are regarded as normal, natural, typical, and obligatory by the majority of members within a specific culture.
Cultural standards act as a navigation system for perception, thought, and action, representing shared behavioral expectations among the majority of a cultural group They guide individuals in their conduct and interactions within their community Additionally, cultural standards serve as criteria, metrics, reference systems, and behavioral traits that can be measured and categorized based on observable actions.
Cultural standards vary significantly across different regions and nations, making it essential to understand local customs when visiting a new country or interacting with people from diverse backgrounds Familiarity with these cultural norms facilitates quicker integration into communities and helps prevent misunderstandings and conflicts arising from cultural differences.
Laut Hofstede gibt es fünf Hauptmerkmale, die die Kulturstandards verschiedener Kulturen unterscheiden:
The power hierarchy varies significantly in weak power hierarchies, particularly in societies where such structures are less pronounced For instance, in Asian companies, the hierarchy is often less defined compared to Europe, where a clearer hierarchy exists Collaborating with individuals in higher positions in Europe typically facilitates the completion of tasks more efficiently.
Western society is characterized as an individualistic culture, where personal leadership and the status of the individual hold significant importance Countries like the USA and those in Europe emphasize personal identity, contrasting with collectivist societies such as Japan and many Asian nations, where human roles are often defined by the collective group.
This characteristic assesses the role of gender within a society Feminine societies are those where gender roles are not strongly defined, allowing both genders to occupy equal positions in social structures that do not require dominance In contrast, other societies are characterized by more rigid gender roles.
Proklamation der mọnnlichen Dominanz dominiert, die als mọnnliche Gesellschaft gilt
Dieses Merkmale zeigt und bestimmt den Wert von Innovation in einem
Kultur Innerhalb einer Gemeinschaft oder breiter als ein Land und eine Kultur tendieren sie, Regeln und Prọzision zu streben
The final content assesses the significance of tradition within a society A society rooted in tradition holds substantial value, ensuring a degree of continuity for its future direction.
Cultural standards and their hierarchy within a society are defined as value orientations within a cultural group According to the book "Handbuch interkultureller Kompetenz" (2002), the value orientations of different cultural circles can be categorized into five fundamental issues, as proposed by Baumer.
(1) Human-nature orientation: Selbstkontrolle jedes Einzelnen
(2) Man-nature orientation: Harmonie zwischen dem Menschen und der Natur
(3) Time-orientation: die Bedeutung der Zeit im Leben des Menschen und Orientierung durch die Lebenszeit
(4) Activity orientation: das Verhọltnis zwischen was man denkt und was man macht; die Orientierungsrolle des Denkens fỹr die Aktivitọt
(5) Relational orientation: Beziehungsarten in einem Kulturkreis wie z.B.persửnliche Orientierung oder Orientierung von der Familie
Zusammenfassend wird das Konzept von Kulturstandards unabhọngig von den Definitionen wie folgt ausgelegt:
Kultur ist ein allgemeines Orientierungssystem, in dem jedes spezifische kulturelle Element als Kulturstandard bezeichnet wird Daher haben Kulturstandards Eigenschaften wie:
- Sie sind Normen und Maòstọbe
- Sie sind der Kern einer Kultur
- Sie spielen die Rolle von eigener Verhaltensorientierung
- Sie gehửren einschlieòlich eines zentralen Indikators und eines Toleranzbereichs
Das Konzept von Kulturstandards wird aber noch kritisiert, weil:
There is no established standard for determining which cultural norms are standardized and applied within a community An action may be perceived as a violation of cultural norms by one individual, while others may not view it the same way.
- Das Konzept der kulturellen Normen hat die Vielfalt vieler Kulturen heute ignoriert
- Im Kontext der Globalisierung ist dieses Konzept ungeeignet, wenn es um die Auswirkungen interkultureller Interferenzen geht
- Dieses Konzept macht die Transformation der Kulturen nicht von Jahr zu Jahr ửffentlich
- Dieses Konzept unterscheidet sich von „der ursprünglichen Gemeinschaft“, was zu Diskriminierung und der Vorstellung führt, dass es die Vielfalt einer kulturellen
12 interkulturellen Gemeinschaft nicht anerkennt, dies ist aber das wachsende Gemeinschaftsmodell im Zeit der Globalisierung und ,,Global Citizen”
This concept will lead to a conflict between cultures, as it focuses solely on cultural perspectives while neglecting the human element and the context that are fundamental to communication Consequently, the idea of culturalization becomes distorted.
The concept of cultural norms must be approached with caution, as it can inspire individuals to develop appropriate behaviors within a specific community and adapt to new environments However, it is essential to recognize that this concept does not fully encompass the diversity and cultural integration present in today's societies.
Deutsche Kulturstandards
The question "Who are 'the Germans'?" often arises when considering German cultural standards The term "the Germans" is used in various contexts, typically referring to groups of individuals who speak German as their native language and exhibit specific cultural traits associated with Germany According to German law, all citizens, regardless of ethnic background, are considered German nationals This creates a strong correlation between ethnicity and citizenship, while also presenting the potential for conflict between different interpretations of identity.
In 2018, 20.8 million of the 81.6 million people in Germany had a migration background, representing 25.5% of the total population Among these individuals, 10.9 million (52.4%) were German citizens, while 9.9 million (47.6%) were foreign nationals.
Etwa zwei Drittel der Menschen mit Migrationshintergrund - 13,5 Millionen oder 64,7%
Since 2018, the first generation of migrants has been categorized into two groups: those with personal migration experience, comprising 40.2% foreigners and 24.5% Germans, together accounting for 64.7% of the total In contrast, individuals without personal migration experience, specifically second or third-generation migrants, represent one-third of the migrant background population at 35.3% This latter group is further divided into subcategories.
Deutsche ohne eigene Migrationserfahrung (27,9%) und Auslọnder, die ebenfalls in Deutschland geboren sind (7,4%) 2
The concept of "Germans" often excludes individuals with a migration background, which is unjust considering that about a quarter of the German population identifies as such In fact, Germany has a rich history of significant migration.
In 1949, the Federal Republic of Germany was established in three occupied regions in the West, soon followed by the German Democratic Republic (East Germany) These two countries had distinct political, economic, and monetary systems, leading to different lifestyles for their citizens Following Germany's reunification in 1989, the residents of East Germany became citizens of the Federal Republic, facing entirely new laws and customs According to Foroutan (2018), "Migrants have left their country East Germans were abandoned by their country," indicating that East Germans also share a migration background.
Im Jahr 2018 lebten 95,3% der Menschen mit Migrationshintergrund in Westdeutschland und Berlin In Ostdeutschland betrọgt der Anteil der Menschen mit Migrationshintergrund an der Gesamtbevửlkerung nur 8,0% (Westdeutschland mit Berlin: 28,6% und Deutschland: 25,5%) 4
Germany has long been recognized as an immigration country, characterized by a significant number of citizens with a migration background distributed throughout the region Immigrants in Germany originate from diverse countries, contributing to the nation's rich multicultural landscape.
3 Foroutan, Naika: Ostdeutsche sind auch Migranten Interview mit Daniel Schulz (taz), URL: https://bom.to/buLnbi, Verửffentlich im Jahr 2018, Zugriff am 02.05.2020
Kontinenten, Lọndern mit unterschiedlichen Kulturen Als sie sich in Deutschland niederlieòen, brachten sie Heterogenitọt in der Gesellschaft nach Deutschland
2.3.2 Kulturelle Verọnderungen in der deutschen Gesellschaft nach der Kriegzeit
Modern German society is characterized by cultural diversity, with one in every four people having a migration background This significant consensus in contemporary Germany can be traced back to the historical movement known as the "68ers," which played a crucial role in shaping societal attitudes towards multiculturalism.
The 1960s witnessed a significant movement organized by students, who protested against capitalism, the Vietnam War, rigid social structures, strict sexual ethics, and the oppression and concealment of socialist history.
Dank dieser Bewegung hat in der deutschen Gesellschaft ein groòer kultureller Wandel stattgefunden:
- Verọnderungen in den Lebenstilen: Die Lebensstile wurden immer vielfọltiger; Einstellungen zu Ehe- und Familien ọnderten sich, es gab kein Tabu mehr bei vorehelichem Sex und wechselnden und Partnerschaften
- Verọnderungen von Familiensformen wie z.B neben traditionellen Formen gibt es auch Patchwork-Familie, Alleinerziehende, usw
- Verọnderungen bei den Umgangsformen und Bekleidungsregeln: direkte Rede statt Hửflichkeitsformen, mehr Personalismus in der Bekleidungsregeln
These changes have significantly contributed to the value of the modern German community Thus, it can be stated that the definition of "the Germans" must rely not only on legal foundations but also on the evolution and acceptance of changes over time within the community.
In 1998, the term "Leitkultur" was established by scholar Bassam Tibi, who has a migration background This concept pertains to the debate surrounding the notion that the German people, as long as they adhere to the law, play a central role in shaping cultural norms and values within the country.
17 respektiert, in einer multikulturellen Gesellschaft zusammenleben kann, und dem Gesichtspunkt, dass Zuwanderer neben dem Gesetz auch die ursprünglichen kulturellen Werte Deutschlands respektieren müssen
The ongoing debate in Germany centers around the existence of a "guiding culture" and the necessary rules for its definition In 2017, former Federal Interior Minister Thomas de Maizière introduced a "Ten-Point Catalog for German Guiding Culture," which sparked lively discussions and drew both criticism and strong support, revealing a lack of consensus on the issue.
It is evident that a unified definition of "the Germans" and "German leading culture" has yet to be established Given the historical context and migration background, these terms continue to be hotly debated Social movements that occur over time will contribute to defining "the Germans" and establishing their values.
2.3.3 Dimensionen von den ,,deutschen Kulturstandards”
In folgenden 6 Dimensionen werden „deutsche Kulturstandards” von Schroll-Machl
For Germans, "objective" behavior entails a significant control of emotions, which they also view as a mark of professionalism In a professional setting, the hierarchy between supervisors and employees may take a backseat to foster open discussions While personal relationships with colleagues are not the primary focus, they can contribute to a pleasant working environment.
(2) Wertschọtzung von Strukturen und Regeln
In Germany, rules, regulations, and laws are strictly interpreted and adhered to, with violations met with firm reprimands or penalties Compliance is largely taken for granted, and even unrelated individuals may enforce these rules Germans meticulously plan, structure, and organize their professional lives down to the smallest detail to achieve a relatively high standard of quality.
Time is a precious asset for Germans, leading them to schedule appointments to coordinate with others Disruptions to planned commitments are frustrating due to the many obligations that must be met A packed schedule leaves little room for spontaneous meetings, discussions, or visits Reliability over an extended period is crucial for building trust and contributes to a positive image as a dependable, engaged, and professional individual.
DEUTSCHE KULTURSTANDARDS IM STUDIENVORBEREITENDEN
INTENSIVKURS DEUTSCH AN DER UNIVERSITÄT GREIFSWALD
The Intensive German Preparation Course at the University of Greifswald is designed for international students with a German language proficiency of at least B2 This course supports students enrolled in various programs, including Bachelor's, Diploma, or exchange student programs, at the university.
The course aims to assist international students in becoming familiar with university vocabulary and topics relevant to Germany This preparation will help foreign students avoid surprises and make their studying experience here easier.
The course comprises 40 hours of instruction over a duration of 2 weeks Upon successfully completing the written test in the final session, participants will earn 3 ECTS credits To pass the course, participants must achieve a minimum score of 60 out of 100 points.
During class time, instructors offer documentation sessions for participants After explaining new terms or words, students are divided into small groups of about four or larger groups of around ten to discuss exercises The groups will later present their discussion results Occasionally, there is a discussion activity for pairs, where each person must share their partner's viewpoints with the class.
5 European Credit Transfer and Accumulation System - Europọisches ĩberweisungs- und
Instructors frequently pose questions to ensure that all students grasp the lesson content Additionally, students are required to complete homework assignments and submit them to the instructor for grading in the next session.
Each lesson introduces students to topics and terms commonly encountered in university studies in Germany, such as syllable abbreviations, academic letter writing, and classifications.
Im Rahmen dieser Arbeit mửchte ich mich auf das Thema Kulturstandards konzentrieren
The first lesson of the course focused on German cultural standards, particularly within the academic environment, to help international students better integrate into life and studies in Germany In this lesson, instructors utilized materials from the MuMiS project, coordinated by the Universities of Siegen, Hamburg, and Kassel The project's goal is to enhance the foreign language and intercultural competencies of students and educators at German universities by providing teaching and learning resources in the field of German as a Foreign Language (DaF) and intercultural training The materials on German cultural standards were also based on Schroll-Machl's (2003) work on cultural standards, incorporating content relevant to the academic context across six specified dimensions.
Fỹr den akademischen Kontext bedeutet dies, dass man lọngere hửfliche Redewendungen bei der Kommunikation vermeiden und seine tatsọchlichen Bedenken ohne groòe Umwege zum Ausdruck bringen soll, weil man in
6 Universitọt Siegen, Universitọt Hamburg, Universitọt Kassel: Gemeinschaft Projekt MuMiS URL: https://bom.to/HLCgmO; Zugriff am 20.09.2019
Deutschland "schnell auf den Punkt kommen" und "auf dem Punkt bleiben" geprọgt wird
(2) Wertschọtzung von Strukturen und Regeln
Für den akademischen Kontext bedeutet dies, dass die Einhaltung von Regeln eine Selbstverstọndlichkeit ist, deren Verletzung in der Regel nicht toleriert wird und in der Regel Sanktionen verhọngt werden
Für den akademischen Kontext bedeutet dies, dass die Toleranz für Termine, Verspọtungen und Unterbrechungen, die nicht eingehalten werden, am niedrigsten ist und man versuchen soll, Termine einzuhalten
Fỹr den akademischen Kontext bedeutet dies, dass man ein gewisses Maò an autonomem Verhalten und eigenverantwortlichem Handeln erwartet Zugeteilte Aufgaben sollten Sie – auch ohne externe Kontrolle – selbstọndig erledigen
In an academic context, teachers typically refrain from discussing student matters in informal settings such as the cafeteria, parking lot, or during random encounters at the supermarket, choosing instead to address these issues during designated office hours.
In an academic context, it is essential to express one's opinion openly while maintaining politeness Communication should be direct, avoiding unnecessary detours, and should focus on factual content and clarity.
Die Tatsache, dass das Dokument auf Schroll-Marchl basiert, zeigt auch, dass diese Kriterien ausfọllig fỹr auslọndische Studenten sind, die in Deutschland studieren
Die meisten ĩbungen in diesem Thema sind, dass der Dozent bestimmte Situationen angibt, die Studenten antworten, welche Kulturstandards die Situationscharaktere folgen oder brechen und die Antwort begründen
PRAKTISCHE UNTERSUCHUNG
Rolle der deutschen Kulturstandards als Orientierungsrahmen für vietnamesische
vietnamesische Studierende aus der Deutschfakultọt der ULIS
9 Studenten der Deutschabteilung von ULIS beantworteten Online-Fragebửgen Von diesen waren 6 schon in Deutschland zur Uni gegangen und 3 haben vor, in Deutschland zu studieren
In the ULIS curriculum, students study IKK in their first semester for tourism and business tracks or in the second semester for translation and interpreting in their third year At the time of the survey, there were three students in the translation and interpreting track who had not yet attended the IKK seminar at ULIS However, through the Erasmus program, three individuals had participated in both the intensive preparatory German course and the seminar on culture-oriented learning in German as a foreign and second language at the University of Greifswald Therefore, all participants had a foundational understanding of IKK in general and specifically of the content related to German cultural standards.
According to survey results, a significant majority of students (88.9%) believe that learning German cultural standards facilitates their integration upon arriving in Germany The differences between German and Vietnamese cultures are substantial, making prior knowledge beneficial for their studies in Germany Specifically, three students in translation and interpreting expressed that had they learned these cultural aspects before arriving in Greifswald, they would have been less surprised during their initial experience and likely achieved higher grades in the seminar on culture-related learning in German as a foreign and second language.
Die Studenten aus der Deutschfakultọt der ULIS werden hauptsọchlich in internationalen Umgebungen als Reiseleiter oder Reiseveranstalter, Dolmetscher, Fremdsprachenlehrer
Working with employees from international organizations requires adapting to German cultural standards, as frequent interactions with Germans are essential Embracing these cultural norms facilitates smoother integration, helps avoid misunderstandings, and ultimately promotes career advancement.
Darỹber hinaus kann das Verstọndnis der deutschen Kultur aufgrund der Vorbereitung zur Vermeidung von Missverstọndnissen auch dazu beitragen, die vietnamesische Kultur effektiver zu verbreiten
When ULIS students study in Germany with a solid understanding of German cultural standards, they can better integrate into life there, making their learning experience more effective This improved integration also enhances the perception of ULIS students among international peers, contributing positively to the ULIS brand As a result, it strengthens international collaboration activities and elevates ULIS's ranking among top universities both regionally and globally.
In response to the question regarding the importance of conveying cultural standards on a scale of 1 to 5, with 1 being "not important at all" and 5 being "very important," none of the six established dimensions received a rating of "not important at all." This indicates that all students recognize the necessity of addressing each dimension when discussing this topic.
The importance of conveying the cultural standard of "appreciation of structures and rules" is rated as very important by the majority of students (55.5%) on a scale of 5 This may stem from the differing attitudes towards rule adherence between Vietnamese and German individuals, highlighting the necessity of understanding these differences.
8 Die National Universitọt Hanoi ist derzeit 124/500 der besten Universitọten in Asien - Daten der QS-Organisation am 23 Oktober 2018 verửffentlicht
Understanding differences is crucial to avoid misunderstandings and conflicts In Germany, all measures are governed by law, and detailed action plans are meticulously developed Conversely, in Vietnam, there are two proverbs that reflect a different approach to conflict resolution and planning.
,,Trăm cái lý không bằng một tý cái tình”
(Der Umgang mit Situationen unterliegt neben der Rechtsgrundlage auch dem Grad der persửnlichen Intimitọt) und:
(ein Problem, das nicht zu groò oder nicht so schwerwiegend ist, kann ignoriert werden)
Das heiòt, im krassen Gegensatz zu Deutschland gehen die Menschen flexibler und weniger rational mit Regeln um
Nur die Vermittlung von Dimension ,,Internalisierte Kontrolle” wird als ,,Eher nicht wichtig” betrachtet Alle anderen Dimensionen erhalten eine Bewertung von Skala 3- Ziemlich wichtig bis 5-Sehr wichtig
Many students believe that "time management" (33%) and "directness" (22.2%) are essential dimensions to learn when coming to Germany This perspective is understandable, as these two criteria highlight significant cultural differences between Vietnamese and German cultures.
,,Zeitplanung“ wird im Kontext der Universitọt in Deutschland konkret verstanden, z B
Students should arrange meetings with instructors during office hours or by appointment It is also advisable for students not to inquire about their field of study when encountering instructors casually This behavior is particularly noticeable for Vietnamese students, as such established norms are rare in Vietnam.
Sprechstunde gibt Die Studierende kửnnen sich versehentlich mit Dozenten treffen und Fragen zum Unterricht stellen, solange sie Zeit haben
In Germany, directness is appreciated, especially in neutral settings like academic or professional environments, whereas in Vietnam, it can easily be perceived as impolite Asking direct questions or making open comments is seen as a sign of critical thinking and is encouraged in Germany Conversely, in Vietnam, people often speak indirectly to be tactful and to prevent criticism from being interpreted negatively.
Many believe that the six dimensions of German cultural standards are sufficient and that no additional factors need to be considered However, some argue that these cultural standards can be seen as generalizations, which raises questions about their accuracy As a result, it remains challenging to determine whether these standards are correct or if further adjustments are necessary.
Learning essential information poses a challenge for Vietnamese students While the content is highly relevant to real-life situations, relying solely on books creates obstacles for students Cultural differences between countries become more pronounced when learners experience them directly in real-life contexts.
In summary, the survey revealed that despite some challenges in learning, the content related to German cultural standards continues to serve as a crucial framework for Vietnamese students at the German Department of ULIS during their current and future learning and work processes.
Verbesserungsvorschlọge fỹr die Vermittlung des Inhalts Deutsche
Kulturstandards des IKK-Seminars an der ULIS
A participant reports having difficulty remembering information Currently, the steps of the IKK session follow German cultural standards as outlined: the instructor first briefly introduces the lesson content Detailed information on each ethical cultural standard is provided in the materials given to participants The course attendees are divided into groups, with each group reading a text on a specific cultural standard and discussing it At the end of the group discussion (10-15 minutes), a representative from each group presents their summarized content Other groups may ask additional questions if they do not understand The instructor clarifies any aspects not mentioned by the presenting group and summarizes the main content of the lesson.
A contemporary teaching method widely used across various subjects involves participants primarily exchanging information among themselves However, students may feel overwhelmed and bored when studying multiple subjects in the same manner with an excess of information.
The use of mind maps is presented as a solution for effective learning Today, mind mapping is one of the most popular new learning methods This technique requires learners to distill the key information into a diagram, which highlights the main point of the lesson for easy recall The branches of the diagram contain related information organized in a logical sequence.
Mindmap im Besonderen oder moderne Lehrmethoden im Allgemeinen sollten sehr ermutigt werden, sich bei der Deutschabteilung der ULIS zu bewerben
Another example of modern learning methods is the use of video lectures accompanied by quiz questions on new information This approach allows students to immediately reinforce their understanding of the material Later, students are asked to complete a box with new information, which aids in their retention of what they have learned.
Diese Lernmethode habe ich in einigen Online-Kursen wọhrend der Schulpause aufgrund von Covid erlebt und fand sie ọuòerst effektiv
In blended learning courses, instructors can provide videos as homework in advance, allowing for a fully interactive classroom experience During class, they address student questions and conduct brief assessments to gauge understanding.
Reading long documents and answering text questions is less effective than other methods, especially considering the varying levels of German proficiency among students This discrepancy can lead to difficulties in reading comprehension when students are faced with an overwhelming amount of German texts.
Es erfordert jedoch auch Anstrengungen von Dozenten und Studenten, lange Dokumente in den am stọrksten komprimierten Informationstafeln zusammenzufassen, um das Auswendiglernen zu erleichtern
Both instructors and participants must be proficient in the technology used for interacting with videos Instructors dedicate additional time to creating videos, while participants are required to watch the video beforehand to grasp the lesson content prior to class.
One significant challenge faced by students is the lack of interaction with Germans, making it difficult to apply their learned knowledge This issue can be addressed by increasing opportunities for meetings and exchanges between students and native Germans.
The popular Stammtisch model in Germany can be effectively applied to the curriculum, allowing Vietnamese students and Germans to engage in conversation and play together Notably, Hanoi also hosts several Stammtisch clubs in its Old Town, making it feasible to incorporate this activity as a mandatory part of the program.
Another option is for German exchange students at the German Department of ULIS to assist in organizing tutoring sessions They help Vietnamese students answer questions more easily during lessons and retain important information better Being students themselves, they can easily understand the challenges of learning.
Additionally, relaxed interactions among friends will help Vietnamese students feel less pressured when recalling extensive knowledge As a result, the knowledge they acquire becomes more relevant to their everyday lives.
Auòerdem bieten andere auòerschulische Aktivitọten wie Grillen oder Picknicks den Schỹlern die Mửglichkeit, mehr Deutsch zu ỹben
The Intensive German Preparation Course at the University of Greifswald attracts students from diverse countries such as Vietnam, Russia, and Poland The course leaders take the time to help participants explore the similarities and differences between German culture and their own, fostering a deeper understanding of not only German culture but also various cultures from around the world This approach enhances students' interest and engagement However, this practice is not yet implemented at the German Department of ULIS, where seminars are attended solely by Vietnamese and German students.
To overcome language barriers, students from various countries studying at ULIS are invited to participate in IKK seminars and share their cultures If they do not speak German, they can communicate in English Students from the German department will translate the presentations for discussion into German.
Instead of writing a traditional essay during self-study, students can collaborate in groups to create videos that showcase their learning and discussions This approach not only enhances their knowledge but also improves essential soft skills such as filmmaking and scripting, which are crucial in the 4.0 era.
SCHLUSSFOLGERUNGEN
This work focuses on the content related to German cultural standards in the preparatory intensive German course at the University of Greifswald, aiming to provide contributions for the methodological improvement of the seminar "Intercultural Communication" at ULIS The study is structured around three main areas: first, it presents theoretical foundations; next, it examines the influence of cultural standards at German universities; finally, it analyzes the results from practical research conducted among students in the German department at ULIS.
Umfrage, Statistik, Analyse und Vergleich mit der Situation in Deutschland und Vietnam werden in der Arbeit als Forschungsmethoden verwendet
In the theoretical framework, "culture" is defined as the guiding system of human life, influencing all aspects and generations "Cultural standards" serve as the perception of culture, with each region developing its own customs and traditions, leading individuals from diverse backgrounds to adhere to their unique cultural orientation systems Germans and Vietnamese, for instance, possess distinct cultural standards that can lead to inevitable conflicts during cultural exchanges To address these differences, the content of German cultural standards is incorporated into the preparatory intensive German course at the University of Greifswald and the seminar on "Intercultural Communication" at ULIS, aiming to clarify disagreements and prevent potential misunderstandings in intercultural communication.
Im praktischen Teil wird die Wahrnehmung vietnamesischer Studenten der Deutschfakultọt zu diesem Thema durch Fragebửgen geklọrt
Die Forschungsergebnisse in diesem Teil werden wie folgt zusammengefasst:
- Die meisten von ihnen sagten, dass die Kenntnisse dieses Wissens für die Integration in Deutschland hilfreich ist
- Die deutschen Kulturstandards, die anders als die vietnamesischen sind, sollen nach Meinung der Befragten auf jeden Fall vermittelt werden, nọmlich ,,Zeitplanung” und ,,Direktheit”
- Einige der Schwierigkeiten, auf die sie im Lernprozess stieòen, bestanden darin, sich Inhalte zu merken und keine direkte Kommunikation mit den Deutschen zu haben
Einige Vorschlọge, um deutschen Studenten zu helfen, diese Inhalte ,,deutsche Kulturstandards” aufregender zu lernen, sind wie fogt dargestellt:
- Verwendung von Lernmethoden z.B Mindmap oder Video
- Verstọrkung von dem Austausch mit deutschen Studierenden durch Stammtisch oder Tutor
- auòerschulische Aktivitọten mit internationalen Studenten wie Picknicks
- Verbesserung der Gruppeninteraktion durch Videobearbeitungsübungen neben individuellen Schreibaufgaben
The number of Vietnamese students studying in Germany is significantly increasing, making it essential for them to acquire knowledge about German culture This understanding aids in developing appropriate communication strategies in a foreign environment, helping them avoid cultural misunderstandings My research aims to assist these students by providing valuable information and tips to facilitate their integration into the German academic setting It is clear from this work that further practical outcomes need to be explored in future studies, including the examination of additional effects.
40 deutschen Kulturstandards, die bei mir noch nicht bearbeitet worden sind, weiter aufgegriffen werden
ABKĩRZUNGEN z.B Zum Beispiel d.h Das heiòt z.n Zustand nach
1 Anabel Ternès/ Ian Towers (2017): Interkulturelle Kommunikation: Lọnderportrọts-Kulturunterschiede-Unternehmensbeispiele Wiesbaden
2 Bergkirchner, Stefanie (2010): Diplomarbeit „Grenzen durchbrechen“ Hintergrỹnde zum unterschiedlichen Verstọndnis von Nọhe und Distanz in der Interkulturellen Begegnung” Wien
3 Edith Broszinsky-Schwabe (2017): Interkulturelle Kommunikation: Missverstọndnisse und Verstọndigung Wiesbaden
4 Han, Fang (2006): Diplomarbeit “Entwicklung eines bikulturellen Trainingsprogramms fỹr deutsche und chinesische Fỹhrungskrọfte” Manheim
5 Heringer, Hans Jürgen (2010): Interkulturelle Kommunikation: Grundlagen und Konzepte Tübingen
6 Hans Jürgen Lüsebrink (2016): Interkulturelle Kommunikation: Interaktion, Fremdwahrnehmung, Kulturtransfer Stuttgart
7 Jürgen, Bolten (2018): Einführung in die interkulturelle Wirtschaftskommunikation Gửttingen
8 Lỹtvogt, Dửrte (2018): Lehr- und Arbeitsbuch zum Seminar ,,Interkulturelle Kommunikation” Hanoi
9 K G Saur (1983): UNESCO-Konferenzberichte; Deutschen UNESCO-
10 Thomas, Alexander (1996): Psychologie interkulturellen Handelns Gửttingen
11 Đảng Cộng sản Việt Nam (2016): Văn kiện Đại hội đại biểu toàn quốc lần thứ XII
1 Ban Tuyên giáo tỉnh ủy Hưng Yên: Tìm hiểu khái niệm về văn hóa và một số khái niệm liờn quan, URL: https://bitly.com.vn/UOWVH, Verửffentlich am 28.06.2018,
2 Bundeszentrale fỹr politische Bildung: Bevửlkerung mit Migrationshintergrund in absoluten Zahlen, Anteile an der Gesamtbevửlkerung in Prozent, 2018, URL: https://bom.to/tF83uu, Verửffentlich am 19.9.2019, Zugriff am 01.05.2020
3 Đại sứ quán nước Cộng hòa Xã hội Chủ nghĩa Việt Nam tại Cộng hòa Liên bang Đức: Quan hệ Việt Nam – CHLB Đức, URL: https://bom.to/YGVDFy,
4 Foroutan, Naika: Ostdeutsche sind auch Migranten Interview mit Daniel Schulz (taz), URL: https://bom.to/buLnbi, Verửffentlich im Jahr 2018, Zugriff am
5 Říhová, Lucie: Was sind Kulturstandards, URL: https://bom.to/klbTug,
6 Schweizerische Eidgenossenschaft – Bundesamt für Kultur: Kulturdefinition UNESCO, URL: https://bom.to/kLu7mg, Zugriff am 23.09.2019
7 Starikov, Suzana: Kulturstandards, URL: https://bom.to/AI411K, Verửffentlicht am 7 11.2015, Zugriff am 04.11.2019
8 Universitọt Siegen, Universitọt Hamburg, Universitọt Kassel: Gemeinschaft Projekt MuMiS; URL: https://bom.to/HLCgmO; Zugriff am 20.09.2019