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Students know the main features of language activities according to the different levels as described in the CEFR. They can argue as well for specific training of separate skills as for sequences of language instruction that follow the concept of integrated skills. Students know what kind of feedback students require when class activities are aimed at specific skills.

Why do we train specific skills in class? What are the criteria that tasks for training specific skills should meet? What sort of feedback do students require when specific skills are trained? How can one argue as well for specific training of single skills as for sequences of instruction that are based on the concept of integrated skills? Do selected tasks taken from recent textbooks meet the aims of training specific skills?

Introductary presentations, plenary discussions and analysis of learning materials; presentations on various subjects by the students.

Students take part regularly and contribute actively; presentation of a special topic and its transfer into classroom acitivities to the plenary; written paper.

Chapter "Lehr- und Lernziele, Kompetenzen und Standards" von Jörg Roche, "Fremdsprachenerwerb - Fremdsprachendidaktik" 2. Aufl. 2008 (= UTB basics) is acquired thoroughly by participants.

First part of studies completed.

Recommended for Students of the Teaching degree programme, second part of studies. Having finished the class "Teaching German as a Foreign/Second Language" or adequate qualification in the field of teaching foreign languages is highly recommended.