Eine Studie zur Förderung der akademischen Textkompetenz im Kontext der DaF-Lehrerausbildung

Abstract

In the context of GFL teacher training in Turkey, access to pedagogical content knowledge is largely based on the competently handling of written academic text forms. In view of the fact that in Turkey, six of a total of sixteen GFL teacher training courses are taught in German, students in the German language courses face some difficulties when dealing with German academic texts and thus, need to develop their German academic text competence. Against this background, it can be seen that academic text competence is a key competence that significantly influences the quality of knowledge acquisition in the context of GFL teacher training. Despite this great importance, the current teaching practice in the GFL teacher training courses in Turkey shows that this competence is not systematically promoted in the classroom, but rather simply assumed. Based on this, a specially designed training model is presented, which is based on process-orientation approach and the procedures of the three stage model by Schmölzer-Eibinger (2008) to promote the academic text competence of prospective GFL teachers as part of the elective course "Academic German". In addition to this, a case study was carried out to empirically determine the effectiveness of process-oriented approach, which focused on the effect of this approach on the insights, perceptions and attributions of prospective GFL teachers as well as on the concrete influence of this approach on the realization of academic text competence. On the basis of an empirical analysis of focus groups, student essays and other questionnaires, it was possible to find out largely positive effects on the subjective perceptions of the students in addition to development in the quality of the student essays.