DRAFT School of Languages Department of German Language Study Plan Master of Arts Program in German as a Foreign Language (M.A. DaF) 2013/14 1 26.03.2014
Master of Arts Program in German as a Foreign Language Programme aims The aim of the M.A. program German as a Foreign Language is to qualify teachers to teach German as a Foreign Language at the GJU and other universities in North Africa/Middle East, which offer study programes related to German language and culture or German language courses. Students will obtain proficiency in the fields of scientific methods and methodology in foreign language training, linguistics, cultural studies, German for special purposes, literature and literature methodology and media and media methodology. They will be able to apply research techniques and scientific writing and, furthermore, will master German at an advanced language level which is certified by an external TestDaF level 16 minimum exam. The focus of the programme is on its professional application. For that reason it offers three internships and pursues applied teaching. In particular, the practical on-the-job-training (visiting and observing lessons as well as practical training) in the German Department at the GJU, in the B.A. study programs and other institutions expose students to their future work at an early stage. Learning Outcomes The learning outcomes of the course in detail are: Program graduates are qualified German language teachers with a comprehensive understanding of didactics and methodology in foreign language teaching. They will have a profound knowledge of German as a scientific language and be confident researchers. They will be able to teach German for special purposes with a focus on engineering and natural sciences. They have obtained substantial teaching practice and knowledge in classroom management. Program graduates will be able to reflect and identify aims and methods of the study field German as a Foreign Language as well as DaF-related scientific fields (e.g. linguistics, culture studies, media methodology). They will possess a solid and profound knowledge of German cultural studies and German-speaking countries and will be able to illustrate and teach their knowledge to students and pupils of German language in the Near and Middle East and Northern Africa. They will be able to recognize, understand, interpret, explain and analyse various teaching and learning problems. Program graduates will be able to explain and teach German language and culture and convey their knowledge in comparison and contrast to other languages and learning traditions. Furthermore, they will be able to analyse and reflect their own learning traditions. They will have developed a high level of cultural competence and will be able to analyse cultural patterns of interpretation. Program graduates will also have developed strong qualifications to work independently in the academic-scientific research sector, as they will have internalised the different scientific methods and practical application. Graduates will be able to apply their knowledge and deepen it during their own professional postgraduate experience and further education programs. 2 26.03.2014
Employment and Career Prospects Graduates of the M.A. program German as a Foreign Language are qualified to work as German language teachers in several institutions in the MENA region, such as (German) universities, in particular at the GJU, schools resp. German schools abroad, Goethe Institutes or private language schools. Furthermore, they can work in German embassies, non- governmental organizations, foundations and companies; they can be employed as cultural mediators in the field of cultural policy, or in the field of media and publishing. Another option for graduates is to pursue postgraduate research in DaF or related subjects and obtaining a PhD. Admission According to article (10) of the Regulations for Granting the Master's Degree at the German Jordanian University, issued in accordance with article (9) of the Higher Studies Bylaw at the German-Jordanian University No. (57) for the year 2008, a student is admitted into the program after fulfilling the following requirements: Bachelor's or equal academic degree in German language, literature or cultural studies with at least a rank of good from a recognized university, not older than 6 years OR Bachelor's or equal academic degree in the educational field, in translation and interpretation science (compulsory language: German) or in any other specific field of interest for the German-Jordanian University German language skills at an intermediate level (B2), to be verified through the official German language exams TestDaF (level 12) or OnDaF (B2) or by the certificate B2 of the Goethe Institute. These certificates should not be older than 1 year. Documents certifying only the attendance at German language courses (e.g. German summer schools) are to be accepted only in the case that students are not able to prove their German language skills in the way mentioned above (e.g. because of the critical political situation in the home country). German language skills at an intermediate level (B2+), to be verified through the official German language exam TestDaF (minimum level 14) before leaving to Germany in the 3rd semester, German language skills at an advanced intermediate level (C1), to be verified through the official German language exam TestDaF (minimum level 16) as a requirement for graduation to be interested in German language and culture and in teaching German language and culture, to be demonstrated in the selection process other criteria upon the suggestion of the Department Council and a recommendation from the Council of Graduate Studies and a Deans Council decision, such as academic behaviour The representatives of the DAAD (German Academic Exchange Service) and the Dean of the School of Languages will take care of all official procedures concerning applicants. 3 26.03.2014
Prerequisites Students, who start their studies at an intermediate level (B2), have to obtain TestDaF total of 14 before their semester in Germany and complete TDN 4 (equivalent to C1) before graduating. Students who have need reached this level are required to take the below listed prerequisites. Students with German language skills level C1, documented through the official German language exam TestDaF with a minimum of level TDN 4 in the competences reading, listening, writing & oral communication, are released from taking the Prerequisites. Other prerequisites may be assigned according to requirements. Prerequisites (3 Credit hours) 1 Course No. Course Title Cr. hrs. Seminar Lab Prerequisite GLS 501 Academic German I (Foundation) 1 - (9) TestDaF 3 or OnDaF B2 GLS 502 GLS 503 Academic German II (Intermediate, TestDaF-preparation) 1 - (9) GLS 501 Academic German III (Advanced, 1 - (9) GLS 502 TestDaF-Training) Total 3 Curriculum The numbering system is structured as follows (from left to right): 1. Alpha digits MDaF: MA German as a Foreign Language; DaF: BA German 2. Level digit 7: Master level; 5: Bachelor level 3. Subject area digits: 0 = German for Academic and Special Purposes 1 = Foreign Language Acquisition and Teaching 2 = Linguistics 3 = Cultural Studies 4 = Literature 5 = Classroom Management 7 = Electives 8 = Electives 9 = Thesis Level (7: Master level) MDaF 701 Identifying number within area Subject area (0: German for Academic and Special Purposes) 1 Up to 27 teaching hours based on the assessment. 4 26.03.2014
Linguistics German for Academic and Special Purposes Study Plan Classification Credit Hours Compulsory Requirement 26 Elective Requirement 5 Master Thesis 9 Total 40 1. Compulsory Requirements (26 Credit hours) Foreign Language Acquisition and Teaching Cultural Studies Course No. MDaF 701 MDaF 702 MDaF 703 MDaF 704 MDaF 711 MDaF 712 MDaF 721 MDaF 722 MDaF 723 Course Title German as a scientific language Introduction into scientific working techniques German for special purposes (Engineering and Natural Sciences) Teaching German for academic and special Purposes Foundations in foreign language acquisition German language teaching approaches Learning, reflecting and teaching grammar, pronunciation & oral proficiency Text and words in German language teaching Pragmatics in contrastive linguistics (for teaching German to Arabic speaking learners) Cr. hrs. Lab Seminar Prerequisite 2 4 - - 1 2 - - 1 2 - MDaF 701 1 2 - MDaF 703 3 6 - - 3 6 - MDaF 711 2 4 - - 2 4 - MDaF 721 2 4 - MDaF 721 MDaF 731 Cultural Studies I 2 4 - - MDaF 732 Cultural Studies II 2 4 - MDaF 731 MDaF 741 German literature in the foreign language classroom 1 2 - - Literature MDaF 742 Literary studies and foreign language teaching 1 2 - MDaF 741 5 26.03.2014
Classroom Management MDaF 751 MDaF 752 MDaF 753 Instructional design and teaching practice I - Instructional design and teaching practice II 1 1 2-1 1 2 MDaF 751 Instructional design and 1 1 2 MDaF 752 teaching practice III Total 26 2. Elective Requirements (5 Credit hours) to be chosen from course offers at the German University Course No. MDaF 771 MDaF 772 MDaF 773 MDaF 774 MDaF 775 MDaF 776 MDaF 777 MDaF 778 MDaF 779 MDaF 780 MDaF 781 MDaF 782 MDAF 783 MDaF 784 MDaF 785 Course Title Special Focus: Linguistics I Special Focus: Didactics/Methodology I Special Focus: Cultural Studies I Special Focus: Literature I Special Focus: Linguistics II Special Focus: Didactics/Methodology II Special Focus: Cultural Studies II Special Focus: Literature II Special Focus: Linguistics III Special Focus: Didactics/Methodology III Special Focus: Cultural Studies III Special Focus: Literature III Special Focus: Other relevant field Elective requirement: Strategies in academic research Cr. hrs. Lab Seminar Prerequisite 1 2 - MDaF 751 1 2 - MDaF 702 1 2 - MDaF 702 1 2 - MDaF 702 Elective requirement: German Language 1-2 - Training (Course or Tandem-Learning) Total 5 3. Master Thesis Requirement (9 Credit hours) Course No. MDaF 799 Course Title Cr. hrs. Seminar Coll. Prerequisite Master Thesis German as a 9 5 MDaF 702 Foreign Language Total 9 6 26.03.2014
Study Plan Guide for the Master of Arts in German as a Foreign Language (Deutsch als Fremdsprache / DaF) First Term Course No. MDaF 701 MDaF 702 MDaF 711 First Year Course Title Cr. hrs. Seminar Lab Prerequisite German as a scientific language 2 4 - - a) Linguistic structures in scientific communication b) Oral forms of knowledge presentation Introduction into scientific working techniques Foundations in foreign language aquisition 1 2 - - a) Studies in foreign language acquisition b) Media methodoly 3 6 - - MDaF 721 c) Developing foreign language subcompetencies (e.g. listening and reading comprehension, speaking, writing, mediating) Learning, reflecting and teaching grammar, pronunciation & oral proficiency a) Grammar 3 6 - - MDaF 731 MDaF 741 b) Pronunciation & oral prodiciency Cultural Studies I 2 4 - - a) Cultural studies foundations b) Research in Cultural studies German literature in the foreign 1 2 - - language classroom Total 11 7 26.03.2014
Second Term Course Course Title No. MDaF 703 MDaF 712 MDaF 722 MDaF 732 MDaF 751 German for special purposes (Engineering and Natural Sciences) German language teaching approaches a) Empirical study and evaluation of teaching b) Teaching materials (development and analysis) c) Language assessment and evaluation Text and words in German language teaching a) Text grammar b) Lexical-semantics and teaching vocabulary Cr. Seminar Lab Prerequisite hrs. 1 2 - MDaF 701 3 6 - MDaF 711 2 4 - MDaF 721 Cultural Studies II 2 4 - MDaF 731 a) Cultural studies theoretical approaches b) Culture studies practical applications Instructional design and teaching practice I: Total 9 1 1 2-8 26.03.2014
Second Year First Term (Semester in Germany) Course No. MDaF 752 MDaF 771 MDaF 772 MDaF 773 MDaF 774 MDaF 775 MDaF 776 MDaF 777 MDaF 778 MDaF 779 MDaF 780 MDaF 781 MDaF 782 MDaF 783 MDaF 784 MDaF 785 Course Title Instructional design and teaching Practice II Special Focus: Linguistics I Special Focus: Didactics/Methodology I Special Focus: Cultural Studies I Special Focus: Literature I Special Focus: Linguistics II Special Focus: Didactics/Methodology II Special Focus: Cultural Studies II Special Focus: Literature II Special Focus: Linguistics III Special Focus: Didactics/Methodology III Special Focus: Cultural Studies III Special Focus: Literature III Special Focus: Other relevant field Elective requirement: Strategies in Academic research Elective requirement: German Language Training (Course or Tandem) Cr. hrs. Seminar Lab Prerequi site 1 1 2 MDaF 751 1 2 - MDaF 702 1 2 - MDaF 702 1 2 - MDaF 702 1 2 - MDaF 702 1 2 - MDaF 799A Master Thesis Design 3 - - MDaF 702 Total 9 Second Term Course Course Title No. MDaF 704 MDaF 723 MDaF 742 MDaF 753 Teaching German for academic and special purposes Pragmatics in contrastive linguistics (for teaching German to Arabic speaking learners) Contrastive linguistics Pragmatics Literary studies and foreign language teaching Instructional design and teaching practice III - Cr. hrs. Seminar Lab/ Coll. Prerequisite 1 2 - MDaF 703 2 4 - MDaF 721 1 2 - MDaF 741 1 1 2 MDaF 741 MDaF 799B Master Thesis 6-5 MDaF 702 Total 11 9 26.03.2014
Course Descriptions 4. Prerequisites GLS 501 Academic German I (Foundation) The course builds upon its prerequisites, bringing the student from the Level B2 to B2+. The course aims to expand and deepen the student's language abilities in the context of higher education. All four communicative competencies are given equal weight. Listening + Listening/Reading Comprehension Students can understand complex, substantial, authentic discourse concerning abstract subjects as well as various procedures in higher education (e.g. lectures, discussions during office hours, oral examinations) both orally and orally/in writing, provided that a standard variety of German is spoken. Students can formulate a general understanding of a passage, as well as extract the main ideas and deduce implicit statements. They can then organize this information in thematic contexts while incorporating concrete communicative functions. For this purpose the student will make careful use of internal information (from the passage) and external knowledge and will employ an extended repertoire of listening strategies (global selective, detailed, analytical, in addition to critical/evaluative listening + listening/reading comprehension). Speaking Students can actively participate in conversations on a wide variety of technical, general, and personal topics at the B2+ Level. In their speech they will utilize a wide spectrum of speaking techniques to accurately express feelings, thoughts, and positions and to appropriately respond to speech from the conversation partner. Students can assume a variety of roles in speech situations relevant to university, research, and formal contexts (e.g. moderation in a scientific discussion, interviewer in a research project, test/exam contexts). Moreover they can use varying communication strategies. This includes argumentative strategies such as the formulation of theses and supporting arguments, as well as proper reaction to objections, thoughts, and counter proposals. It also includes strategies for controlled conduct in speech such as the selection of a proper register, adjustments based on the conversation partner, and the anticipation and clarification of misunderstandings. Furthermore students can converse about a wide range of technical and general topics as well as topics of personal interest with coherence, structure, and speech as appropriate to the situation. They can emphasize an issue and/or defend their own position in their speeches and presentations. They are familiar with basic (written) discourse functions and their linguistic realization (e.g. negotiation, definition, description, explanation, argumentation, assessment, taking a position) in addition to techniques for planning, executing, and evaluating their own oral texts. Students are able to orally summarize long texts as well as texts with complicated subject matter or linguistic structure. They can discuss subject matter, conduct, and problem areas and take justified positions. Finally, they will acquire speech and presentation techniques, as well as media-support techniques, by way of role-play, simulation, and other methods. Reading Comprehension Students can understand complex, substantial, authentic texts (e.g. reference works, excerpts from technical books or journals, text analysis, presentation of research results). They can construct a general understanding of a text and extract main passages as well as detailed information and implicit formulations. This includes deducing the position and 10 26.03.2014
intention of the author. Students can then classy this information according to its proper thematic context while incorporating concrete communicative functions of the text. For this purpose the students will draw on both internal information from within the text as well as outside knowledge. They will also use an extended repertoire of reading strategies (global, selective, detailed, and analytical, in addition to critical/evaluative reading). They can identify and document relevant passages (summarizing, excerpting, citing). Writing Students can compose clearly structured, cohesive texts on a wide variety of technical and general topics as well as topics of personal interest. They are able to consider specific features of text varieties and formulate their text as is appropriate for their authorial intent, fitting to the situation, and specific to the audience while drawing on a wide spectrum of language tools. They are familiar with basic discourse functions in written language as well as their linguistic realization (e.g. negotiation, definition, description, explanation, argumentation, assessment, taking a position). They are familiar with language tools and strategies for text formation (such as text structure, cohesion, guiding the reader, focus) as well as planning techniques, editing, and evaluation of text production. For this purpose they will possess the ability to locate passages that are necessary for the completion of specific writing assignments, summarize these passages, and integrate them into their own text. In addition they can make use of creative writing forms in academic contexts (e.g. changing the narrative perspective or the type of text, supplementing or continuing a given text, filling in blanks, writing according to given models for types of texts). Aside from the four skills, students will acquire competence in (foreign) language learning on one's own. This includes the use of traditional and modern tools/media for (foreign) language learning as well as the procurement of information (e.g. monolingual and bilingual dictionaries, encyclopedias, internet, and multimedia programs). They can purposefully and independently take advantage of extracurricular opportunities for (foreign) language learning (e.g. receiving German news in newspapers, TV, and internet; attending German film showings). Furthermore they are able to observe and reflect on their own (foreign) language learning behaviors and their personal language state (e.g. through keeping a language portfolio, running self-evaluation processes, developing of the interim language). They consistently and effectively fix common errors. Students can work on more complicated assignments and long-term (research) projects (e.g. preparation of topics and dissertations) and evaluate the results of the work either individually or cooperatively. They can properly document the results of their work (e.g. using excerpts/quotes, tables, and diagrams) and present them as appropriate for a given audience. GLS 502 / 503 Academic German II (Intermediate TestDaF preparation) / Academic German III (Advanced TestDaF training) Course content: The course builds upon its prerequisites, bringing the student from the Level B2+ to C1. Successful completion of courses MDAF 501 or MDAF 502 is a prerequisite for this course. The content and learning objectives correspond with the remedial course MDAF 501, but are adjusted for the Level C1. Thus, a part of the course is explicitly dedicated to preparation for the mandatory Test-DaF. Students possess extensive language ability for the higher-education context in accordance with the four communicative competencies. 11 26.03.2014
5. Compulsory Requirements MDaF 701 German as a scientific language MDaF 701a Linguistic structures in scientific communication Course content: The course offers students an overview of the different forms of science communication as well as an insight into the structural specifics of selected types of scientific texts and discourse styles. The main focus is the elements of general scientific language". Students can identify central speech acts in the sciences with their characteristic grammatical, lexical, phraseological, and textual structure. They possess both competence in using scientific-language and a refined academic style with a corresponding vocabulary. MDaF 701b Oral forms of knowledge presentation Course content: The focus of this course is an examination of oral forms of German scientific communication as well as the development of abilities for navigating oral communication in situations characteristic of a higher educational context. Students can classify typical scientific-speech acts and their corresponding forms of oral realization. They are familiar with various lecture styles, argumentative techniques, and forms of conducting conversation. They are able to develop a topic in a limited time frame, present it in a form appropriate for higher-education, and defend their position in a subsequent discussion. Within their field of study, students can follow scientific lectures by native German speakers without difficulty, prepare notes and remarks, and take part in a subsequent discussion. They possess a basic knowledge of lecture/presentation techniques and accompanying materials (handouts, PowerPoint presentations, writing on board). They can use these materials reliably and appropriately. MDaF 702 Introduction into scientific working techniques Course Contents: The course offers an introduction to central techniques of scientific work i.e. the application and contemplation of basic techniques for scientific work. Students can independently develop and narrow down topics for scientific papers and are familiar with the various research possibilities in literature relevant to their topic (e.g. library, online catalogue, online journals). They recognize various types of scientific texts and can adequately handle specialized literature. They can understand both the main ideas and the details of technical scientific texts, deduce implicit statements, and determine the position and intent of the author. For this purpose they utilize an extensive repertoire of reading strategies. They can identify and document relevant passages and statements (e.g. key terms, summaries, excerpts) as well as their present own research results in writing in the form of clearly structured, coherent scientific texts. Thus, they are able to note features of text varieties and compose their text as appropriate. For this purpose they will make use of the competence in scientific language that they achieved in the seminar German as a scientific language (MDAF 701). Furthermore students can integrate statements from primary 12 26.03.2014
and secondary texts into their own paper by using citations or paraphrasing, fulfilling scientific standards. They know the form and relevance of a correct citation and reference. They are aware of the prohibition against plagiarism and the consequences of plagiarism. MDaF 703 German for special purposes (Engineering and Natural Sciences) Course Contents: This course offers a glimpse of the special focus of the German language education at the GJU in the natural sciences and technical fields. Students will examine the particularities and typical language structures that characterize communication in the natural sciences and technical fields, as well as its status as a distinct language variety. Students are familiar with the common thought structures in the natural sciences and technical fields and can appropriately relate these structures to their verbalized forms. In particular they are aware of the meaning of special perception when dealing with objects, processes, procedures, sequences, and methods. They can correctly assess both the meaning of terminology as well as interdisciplinary language tools in the context of technical and natural sciences. They are familiar with important language communication processes e.g. naming, defining, comparing, classifying, evaluating, assessing, concluding, proving and other processes for expressing causes, constraining, necessity, possibility, consequence, result. Furthermore they possess strategies for producing and receiving texts in fields of technical and natural sciences both orally and in writing. MDaF 704 Teaching German for academic and special purposes Course Contents Successful completion of courses MDAF 701 and 703 is a prerequisite to this course. The course aims to make students familiar with important aspects of communicating technical and scientific language (to learners). Students are able to create a need-analysis of a concrete target group and develop learningoriented curriculum that builds on this analysis. They know of currently available language learning materials for specific groups and numerous sources of authentic language learning material. They can collect level-appropriate learning material for the development of various language abilities. MDaF 711 Foundations in foreign language acquisition MDaF 711a Studies in foreign language acquisition Course Contents This course offers an Introduction to the Language Acquisition Research and the knowledge acquired within, which can be used to understand the relevant processes of learning a foreign language. Students can identify situations for foreign language acquisition as well as the diverse individual factors that play a role in the foreign-language learning process (learner variables). Furthermore they know the relevant universals in the foreign-language learning process. They know several established theories and hypothesis for foreign-language learning and 13 26.03.2014
can evaluate their meaning for future career paths (especially teaching German as a foreign language [DaF] at the GJU). They know the most important processes that take place while learning a foreign language and can identify possible sources of language mistakes for learners of German (including Arabophones), including over-generalizations, the use of learning strategies, etc. Students are also familiar with models for language competence and can identify their use in the language classroom in order to better evaluate the acquisition process. In this context they can also evaluate the meaning of the CEFR as it relates to their own linguistic competence and to their future job as a teacher of German. They are able to use the can descriptions of the CEFR as an instrument for characterizing foreign-language (partial) competencies and as the basis for methodical/didactical decisions. MDaF 711b Media methodology Course Content In this seminar students will firstly gain an overview of the implementation of digital media in the process of teaching and learning German as a foreign language. Through examples students will learn how to use digital media primarily as an authentic communication tool, work medium, learning resource, and tool for class organization. Students are able to classify digital media and evaluate their applicability for learners at the GJU and their potential for developing language competence with regard to their future position (as a teacher of German). Students can also make informed choices regarding digital learning and teaching material for the foreign language. They can then use these materials appropriately and eventually develop their own. They can adapt various digital media formats for the teaching and learning of the foreign language: learning platforms, presentation skills, both freely available and commercial learning programs, and non-didactic online resources and social media. Moreover they will gain insight into the theoretical framework of foreign-language teaching based on digital media. They know the criteria that are used for developing a lesson based on digital media. They are able to independently design appropriate learning environments (including blended learning). In this process they will develop a critical awareness for the changing roles of teacher and learner in a digital learning environment and be able to satisfy various learning traditions. In general students will as also acquire the necessary media competencies for student and learner (key competence). MDaF 711c Developing foreign language skills (i.e. listening and reading comprehension, speaking, writing, mediating) Course Content This seminar aims to making the students familiar with the underlying processes of language usage to promote the four communicative competencies (Listening, Reading, Speaking, Writing) while expanding their own teaching materials. Together with language center, students will have the opportunity to try out their teaching methods in a project. Students know of the basic cognitive processes that take place during listening listening/reading comprehension, reading comprehension, speaking, and writing both the foreign language and the native language. With this background they can assess the peculiarities of foreign-language acquisition with regard to the four language competencies. 14 26.03.2014
MDaF 712 German language teaching approaches MDaF 712a Empirical study & evaluation of teaching Course Content With a focus on the practice-oriented nature of the major, this course will treat models of learning and teaching behavior as well as possibilities for empirical classroom research for the planning, implementation, and evaluation of lessons. Students will be required to make and evaluate their own observations. Students can observe, analyze, and evaluate both student and teacher behavior during a lesson. For this purpose they will learn relevant focus areas of empirical classroom research (communication research, discourse analysis, classroom research, action research). They are especially familiar with various methods of classroom observation (criteria, discourse analysis, interaction analysis, roll analysis, classroom analysis focused on languagepedagogy, communicative classroom observation / combination of the outside view of learning/teaching process with introspective data from lesson journals, thinking out-loud, etc.). They can critically evaluate the advantages and disadvantages of these methods and implement them independently. They are aware of the possibility of using a portfolio for selfevaluation as well as preparation and review of the lesson (e.g. European Portfolio for Student Teachers of Languages, teaching journals). MDaF 712b Teaching materials (development & analysis) In order to select appropriate textbooks, teaching material, and learning material from among the vast amounts of material available to the DaF program, students must learn how to assess and evaluate these materials methodically and didactically in order to determine which are most appropriate for which target groups. In this seminar, students will learn about possible criteria for this process and/or develop their own analytical competence for evaluating teaching and learning material. Students can recognize the didactic-methodical concepts used as a basis in current textbooks and other teaching materials. They can analyze these concepts using established or self-developed criteria with regard to various aspects (especially linguistic progression and communicative teaching and learning goals). Moreover they can assess teaching and learning material with regard to their implementation for a defined target group (e.g. students at the GJU) and defined learning goals. They can make basic changes with regard to the target group and develop materials independently. Furthermore students know the difference between exercises and assignments as well as the established types of exercises and assignments. As such, they are able to classify existing material accordingly. They can judge when and in which contexts to use exercises and assignments, especially in the areas of receptive and productive language skills (reading, writing, hearing, and speaking) as well as vocabulary. Students also know the possibilities for implementing language learning games, creative (writing) activities, and projects. They are able to make basic changes to existing material and develop their own, independent basic materials for use with a target group. 15 26.03.2014
MDaF 712c Language assessment and evaluation This course presents the various tests and test formats for German as a foreign language (DaF) and discussed in greater detail with regard to exams and target groups. Students will develop their own assignments for test preparation. Students know different basic types of evaluation. They know several important tests and test formats for their own contexts (especially generally recognized formats like the Zertifikat Deutsch, OnDaF, TestDaF etc. at various levels) and can identify what should and can be tested in the exam questions (test construction). They can create basic (informal) test questions for various levels while incorporating recognized question formats. They are also able to design courses that prepare students for the appropriate test formats. Furthermore they are familiar with grading criteria and correction processes and can implement both. Additionally they know about possibilities for evaluating performance and correction, both of which they can implement in the classroom. MDaF 721 proficiency MDaF 721a Grammar Learning, reflecting, and teaching grammar, pronunciation & oral Students will focus on central grammatical points and gain knowledge that allows them to adequately explain grammatical structures and communicate this knowledge both in a textbased as well as a skill-based form. Students know important scientific and pedagogical grammars and know how to use them in their work as a German teacher or with scientific questions. They are able to reflect on different ways of presenting grammar and both analyze and evaluate exemplary teaching materials with regard to teaching grammar. Students learn a functional, text-based way of teaching that is sensibly tied into the teaching of the various language skills. MDaF 721b Pronunciation & oral proficiency Students focus on pronunciation, oral competence, and how to teach them in a DaF classroom. Students will evaluate training material and develop their own materials for use with relevant target groups, notably native speakers of Arabic. Students know the sounds of standard German pronunciation as well as the associated orthographical rules. They are familiar with common problems in pronunciation, especially those common to Arab learners of German. They will gain the ability to analyze pronunciation mistakes. They are familiar with pronunciation exercises, listening training, and other existing material. They can select appropriate exercises or create their own in order to independently run a training session. Students can describe and analyze features of oral types of texts. They will expand their own repertoire of oral competence and rhetorical abilities and gain the ability to teach these competencies. This includes the development and creation of appropriate materials as well as the acquisition of communicative methods for teaching in practice. Finally, they know grading criteria for pronunciation and language ability and can implement both effectively. 16 26.03.2014
MDaF 722 Texts and words in German language teaching MDaF 722a Text grammar In this seminar, students will acquire skills and techniques for analyzing and evaluating texts and types of texts (including learning texts) and can use these skills and techniques in the practical construction of a language lesson. Students are able to analyze texts in terms of content and structure, recognize communicative functions of texts and relate them to their linguistic forms. They know of language tools for text cohesion and the ways to teach them. They can actively discuss questions about text reception and text production, purposefully select texts based on acquired criteria, and grade/create text-based exercises for DaF lessons. They will acquire techniques for recognizing and analyzing textual errors. Furthermore they will become aware of cultural-specific textual differences and text-oriented language acquisition. They are familiar with a number of important primarily corpus-based textual-linguistic research works. MDaF 722b Lexical semantics and teaching vocabulary In this seminar, students will become familiar with processes and strategies for deducing, explaining, and acquiring meaning (of vocabulary) so that they may use these skills themselves and teach them in the language classroom. Students understand the correlation/interrelation between vocabulary and grammar and possess an overview of the structure of German vocabulary, word creation, and tools for word creation in German. They know of important reference works for vocabulary-related issues (such as dictionaries), can use them effectively. They know techniques for introducing the dictionary as a tool. Furthermore they will acquire skills and techniques for applying corpus-linguistic methods, for expanding one's own vocabulary, and for linguistic-didactical purposes. They know different criteria for selecting vocabulary as well as mechanics for determining the vocabulary used in the classroom. They are able to critically reflect on vocabulary work in textbooks and in practice material. They are also able to appropriately plan text-oriented vocabulary work for a defined goal in their own classroom (example: passive vs. active vocabulary). They are able to make use of numerous types of exercises and assignments as well as mnemonic skills. MDaF 723 Pragmatics in contrastive linguistics (for teaching German to Arabic speaking learners) MDaF 723a Contrastive linguistics Students will compare and contrast the German language with other languages especially Arabic based on a number of select criteria. They will learn about exemplary shared features, similarities, and differences between languages. This will include morphological syntax, lexicon, text, and discourse. 17 26.03.2014
Students know basic methods in contrastive linguistic research. They are trained to recognize typological features of languages, especially German and Arabic, and, thus, can better judge possible learning difficulties for Arabic-speaking learners of German. They can critically reflect on contrastive approaches based on their relevance for issues of language didactics. They know of several contrastive language research works. MDaF 723b Pragmatics Students will discuss the appropriateness of language use in different situations. They will develop a sensibility for this task and will learn how to relate language tools and language goals. Students know important tools for the analysis of discourse and can analyze real communication situations as well as data from radio, television, and film. They are aware of pragmatic rules that determine the use of their native language in different situations. Regarding the German language, they are trained to recognize pragmatic deviations from the norm and can differentiate between consequential deviations to an extent. They can reflect on culturally-appropriate language use and can recognize different registers. As for the language classroom, students are aware of the meaning of authentic discourse and texts in language teaching. They are able to identify situations of language use that are relevant for learning and arrange language learning material that makes use of these situations. They can react appropriately to a wide range of language situations. MDaF 731 Cultural Studies I MDaF 731a Cultural studies Foundation This course offers an introduction in the broad concept of culture and the fields of cultural studies. The questions and ideas of cultural studies shall be presented in the form of individual themes and issues. Definitions and theories for the concept of culture, its emergence, and its meaning will be presented. Also interpretive patterns of culture and culture itself as coercive systems and frames of reference are discussed. Students will learn about problem areas and goals of cultural studies. For this purpose they will work closely with cultural texts and cultural theories. Students know cultural theories and ways of interpretation. They also know texts and themes/issues related to culture, which they can critically evaluate and can integrate into the classroom as a teacher of German as a foreign language (the expected future career). MDaF 731b Research in Cultural Studies The course presents themes and discourses of German-speaking countries and Europe through the use of texts and other textual forms, with a focus on current issues. Students will choose their own topic area from the following: politics, psychology, anthropology, culture, art, economy, media, etc. They can recognize cultural preferences and influences as well as the choices within a culture. They will be introduced to contemporary themes and discussions 18 26.03.2014
as well as the tools for analyzing them critically and contrasting them culturally. Students recognize and understand contemporary issues and their societal and cultural meaning. They can recognize and present divergent views within a discourse. They are able to select and use contemporary, interesting societal issues for use in the classroom (when working in their future career as a teacher of German as a foreign language). Hereby they will make use of authentic material. They will also widen their own image of culture. MDaF 732 Cultural Studies II MDaF 732a Cultural studies theoretical approaches In this seminar, students will work closely with cultural theories and contemporary issues and discourses in German-speaking countries and Europe. The concept of culture and its theoretical foundations (which stem from various systems of thought) will be introduced, discussed, and analyzed in their mainstream forms. Interweaving issues that offer interesting intercultural material for the classroom (when working in their future career as a teacher of German as a foreign language) will also be discussed and analyzed. Students know selected concepts of culture. First, they know intercultural approaches and can critically evaluate them. Second, they know additional approaches of cultural studies. Students are also able to choose interesting topics and issues from contemporary cultural discussions and use them in the classroom. In this way, they can make use of the theoretical foundations of cultural studies in their classroom by using texts relevant for regional studies. MDaF 732b Cultural Studies practical applications Students will gain insight into contemporary German-speaking discourse and expand their theoretical foundations of cultural studies by making use of textual-linguistic-based analytical instruments and applying them to individual texts (authentic texts or textbook texts). Students can understand texts and pictures with regard to their culturally-relevant structures and implications, allowing them to make decisions regarding learning material based on their knowledge of cultural studies. Such decisions will often involve the choice between authentic material and didactically prepared regional-studies material for use in the classroom. MDaF 741 German literature in the foreign language classroom In this seminar the focus will be on German literature, especially contemporary literature. In addition, literary periods and genres will be presented. Students will learn basic terms for discussing ( form language ) and analyzing literature. Various intercultural primary texts will be read and be analyzed according to their content (e.g. sociological, societal, philosophical, or psychological) as well as their linguistic-aesthetic dimensions. 19 26.03.2014
Students recognize features and forms of expression that separate literary texts from other non-fiction texts. They can apply these criteria to other literary texts. They possess an overview of the developments and forms in German literature and can understand all dimensions of a text, including the content and the linguistic-aesthetic features. Students can apply the literary analysis categories (gained through discussion of the texts) to other texts on their own (including self-selected literary texts). They can select literary texts for use in the classroom for their own lessons of German as a foreign language. MDaF 742 Literature studies and foreign language teaching Course Contents: In this seminar the focus is contemporary German literature and the literary-didactic analysis of its content and linguistic-aesthetic features. Students will acquire expanded knowledge of theoretical literary approaches and methods. They know authors and genres in German literature. They can use terms of literary studies to analyze texts. They gain self-assurance in the use of literary form language and are able to select texts, authors, and genres based on their own interests and preferences. They learn how to use literary texts in their own German as a foreign language -classroom and how to didactically prepare them in an appropriate form for their future lessons. Students are able to identify intercultural relevant and appropriate texts in literature and are capable of preparing these didactically for German language lessons. MDaF 751, 752, 753 Instructional design and teaching practice Course Contents: In this seminar students will have the opportunity to implement the knowledge gained in their studies in concrete classroom situations and will work closely with classroom management issues (including classroom/lesson design). Hereby they will gain practical competencies with regard to the various aspects of teaching. Students know various models for planning lessons (stage/phase models vs. dynamic/cyclical models) and can critically evaluate them based on their advantages and disadvantages. They know the meaning of the various lesson phases and are able to design their lesson in a way that is appropriate for the desired lesson goals, with respect to lesson construction and phase creation. Furthermore, students know methods of lesson design as well as the possibilities and limits of effective use of media (including new forms of media). This includes especially those media from textbooks and those used in autonomous learning forms (e.g. projects). Students can also skillfully implement teaching activities in addition to techniques that address issues of motivation, internal differentiation, and social forms. They will plan and test both individual steps of a lesson as well as the lesson as a complete unit. They are also able to conceive a lesson and critically reflect on it. 20 26.03.2014
6. Elective Requirements Students choose three of their four courses during their studies in Germany from the following fields: linguistics, German language teaching approaches and methods, cultural studies, literature. They are free to set individual priorities by selecting four courses in field of study or choosing courses from different study fields. MDaF 771 MDaF 772 MDaF 773 MDaF 774 MDaF 775 MDaF 776 MDaF 777 MDaF 778 MDaF 779 MDaF 780 MDaF 781 MDaF 782 MDaF 783 MDaF 784 Special Focus: Linguistics I Special Focus: Didactics/Methodolgy I Special Focus: Cultural Studies I Special Focus: Literature I Special Focus: Linguistics II Special Focus: Didactics/Methodology II Special Focus: Cultural Studies II Special Focus: Literature II Special Focus: Linguistics III Special Focus: Didactics/Methodology III Special Focus: Cultural Studies III Special Focus: Literature III Special Focus: Other relevant field Elective Requirement: Strategies in academic research One of the four courses, however, must be chosen from the field of empirical research methods (qualitative or quantitative). MDaF 785 Elective Requirement: German Language Training (course or Tandem) This course serves to improve the German language abilities during the semester abroad. Students can either choose to take this course by participating in a tandem program or by attending a language course during the academic semester (the course must be a general language or scientific language course. A pure phonetic course is insufficient). MDaF 799 Master Thesis The students complete their studies with a Master's Thesis. It includes 60 to 80 pages of an academic approach to a relevant topic in German as a foreign language. The integration of an empirical study is desirable but not essential. The work on the thesis begins in the second semester, when the student choses a topic and the macrostructure of the work together with his supervisor. Students are required to hand in their MA Thesis Proposal at the latest in the 3 rd Semester. Their proposal should include an abstract of 350 words with 10 key words. The abstract is to be handed in to the Programme Coordinator in English and Arabic. During the student s stay in Germany - and especially within the Master Thesis elective seminar, the student should find his/her relevant literature and further develop the outlines of the fine structure of his or her thesis. Supervision is provided in Germany by the professors / lecturers from the partner universities. The fourth semester is reserved for the preparation and completion of the thesis; Submission of the thesis is at the end of the fourth semester. 21 26.03.2014