Zur Förderung der akademischen Textkompetenz in der Ausbildung der DaF-Lehrkräfte

(Deutsch) Das Ziel dieses Artikels ist es aufzuzeigen, wie die akademische Textkompetenz von angehenden DaF-Lehrkräften in der Türkei im Rahmen des Grundstudiums gefördert werden kann. Anknüpfend an das Unterrichtsprinzip der Prozessorientierung und den Prozeduren des 3-Phasen-Modells zur Förderung der Textkompetenz von Schmölzer-Eibinger (2007) werden unterschiedliche unterrichtspraktische Beispiele präsentiert, die von den Forscherinnen dieser Arbeit, mit dem Ziel zur integrativen und prozessorientierten Förderung der akademischen Textkompetenz von angehenden DaF-Lehrkräften im Rahmen des Wahlfaches „Akademisches Deutsch“ des aktuellen Curriculums der Deutschlehrerausbildung entwickelt wurden. Mit dem Einsatz der präsentierten Unterrichtsbeispiele wird ein Mechanismus der Textarbeit in Gang gesetzt, durch die jene kognitiven Prozesse angeregt und intensiviert werden, die im Umgang mit Texten besonders produktivitätssteigernd und lernwirksam sind. Um die Studierenden der Deutschlehrerausbildung gezielt auf die fachlichen Inhalte des Grundstudiums vorbereiten zu können, gilt es, ihnen das ‚Know-How‘ der Textproduktion The purpose of this study is to demonstrate how the academic German text competence of pre-service German teachers being trained in universities can be developed with a process-oriented learning environment where the content of the teaching program, they are subject to, is integrated. Within this context, in this study, a detailed explanation will be provided as to how the practices with regard to the development of this key skill which is of great importance for learning success can be integrated and applied in the “Academic German” elective course in current German Teaching Program. This study presents a variety of samples that are designed for the purpose of developing the academic text competence of pre-service German teachers based on the principle of process-orientation and the in-class procedures of the three stage model that was developed by Schmölzer-Eibinger (2007) for the improvement of text competence. With the use of the presented teaching examples, a text work mechanism is set in motion that stimulates and intensifies those cognitive processes that are particularly productivity-enhancing and effective in learning when dealing with texts. In order to be able to prepare the students of the German language teaching for the content knowledge of the teacher training program, it is necessary to make the know-how of the text production available to them through the undergraduate courses. ABSTRACT The term academic text competence is understood to mean the abilities and skills that an individual needs in order to use texts for knowledge acquisition and knowledge processing and to be able to successfully write their own texts. In order to be able to acquire the professional skills required for the teaching profession, pre-service teachers/teacher candidates are required to develop their academic text skills adequately in accordance with the written requirements of the respective teacher training course. This study first addresses the questions of what is understood by the term academic text competence and in which linguistic register this competence can be located. The importance of this key competence for educational success in the context of a GFL- teacher education program is also to be highlighted. Then the integration of the elective university course “Academic German” into the current German teacher training curriculum will be explained in more detail. This will be followed by a presentation of the way that process-oriented work can be carried out to promote academic text competence in the “Academic German” course in question and the methodological and didactic approaches that can be preferably used in this regard. In addition, following the teaching principle of process orientation and the procedures of the 3-phase model developed by Schmölzer-Eibinger (2007) for the promotion of text competence, a variety of practical teaching examples will be presented. Those teaching samples are designed by the researchers of this thesis for the purpose of promoting the academic text competence of prospective GFL- Teachers in Turkey, and then are applied, tested, and optimized in the elective course "Academic German" in German teacher education program. The main aim of the 3-phase model is to make a variety of necessary tools accessible to the learners in all the sub-processes of text production, which help them successfully master the individual text production phases. It is shown that while writing a text, orientation towards the production logic of a text and the step-by-step completion of the individual text production phases is extremely useful and increases productivity. Schmölzer-Eibinger characterizes (2008: 33) the 3-phase model for promoting text competence as a learner-oriented, versatile, easy-to-use didactic model that can be used in a wide variety of learning contexts. The model comprises three systematically related and networked components. The first phase of knowledge activation aims to call up the den Text, den sie gelesen haben, möglichst genau zu rekonstruieren. Zu diesem Ziel sollten Aufgaben angeboten werden, welche die Lernenden dazu auffordern, die Texte mehrfach und ggf. aus unterschiedlichen Perspektiven zu lesen, Sinnzusammenhänge zu überprüfen und zu verdeutlichen. 3. Stufe: Textfokussierung & Textexpansion: Die im Rahmen der dritten Stufe eingesetzten Aufgabenarrangements sollen die Lernenden dazu auffordern, relevante Informationen in einem Text zu erkennen, miteinander zu verbinden und zu erweitern.