Group III: Sociocultural Competence and Teaching Materials

Introduction to the group's work by Stephanie Fuchs:

The aim of our project group was to investigate the extent to which teaching materials commonly used by different
educational institutions offering language programs for migrants address sociocultural issues. We were especially
interested in finding out how sociocultural competence is defined in the context of language teaching and learning.
We analysed teaching materials according to four different types of objectives and “knowledge” (the four “savoirs” )
in language learning defined in The Common European Framework of Reference.

The Common European Framework of Reference

by Eva Zenz

The Common European Framework of Reference was presented in Strasbourg in 1997 at a conference of the
Council of Europe entitled “Language Learning for European Citizenship”. It has been translated into several EU
languages, such as French, Czech, German, Hungarian, Italian, Portuguese and Spanish.
The CEFR provides a basis to make language qualifications, courses and certificates internationally comparable,
which will be increasingly needed in the European Union, especially from 2004 onwards when 10 countries will
join the EU as new member states. It describes the competences necessary for communication, and the related
knowledge and skills the learner has to acquire and develop. In this way it makes mutual recognition of language
qualifications easier; it assists teachers, learners, course designers and educational administrators; and it
promotes educational and occupational mobility. The outlines described in this document are used for the
planning of language learning programmes, language certification and self-directed learning.

The framework is of particular interest to teachers and learners, because it gives a clear definition of teaching and
learning objectives and methods. Teachers can consult the CEFR for course planning, e.g. concerning language
levels and what sort of areas to consider. Learners can measure what they were supposed to achieve in a
language course and what they have really achieved. Therefore the CEFR is especially useful for foreign students.

The CEFR defines six levels of language proficiency:

A1 (Breakthrough)
A2 (Waystage)
B1 (Threshold)
B2 (Vantage)
 C1 (Effective operational proficiency)
C2 (Mastery)
For each level, listening, reading, spoken interaction, spoken production and writing are distinguished.

Another important aspect covered by the CEFR – and this is why this document is relevant to us in the first place
– is sociocultural competence. To develop sociocultural competence you first need sociocultural knowledge,
which is described by the CEFR as “knowledge of features distinctively characteristic of a particular European
society and its culture”. These features may relate to everyday living, interpersonal relations, values, beliefs and
attitudes, social conventions etc.
Sociocultural knowledge is listed in the CEFR under General Competences, called the “four savoirs”. The first one
is called savoir: declarative knowledge or knowledge of the world. Besides factual knowledge concerning the
country where the language is spoken, sociocultural knowledge (as mentioned before) and intercultural awareness
(similarities and difference between one’s own culture and the other culture) are of considerable importance for a
learner of a particular language.

The second competence is savoir-faire: describing skills and know-how. Some important skills which the learner
of a foreign language has to develop are, for example, social skills, professional skills, leisure skills. In addition,
intercultural skills and know-how are especially important, e.g. for dealing effectively with intercultural conflict
situations. Thirdly, there is savoir-être or “existential competence”, which deals with aspects of the learners’
individual personalities, such as attitudes, personality types, motivations. The goal is to develop an “intercultural
personality”. Finally, the fourth point is savoir-apprendre, which describes the ability to learn. It has several
components, such as language and communication awareness, general phonetic skills, study skills.

Introduction to the Vorstudienlehrgang der Grazer Universitäten (VGU)

by Stephanie Fuchs

In the course of our research, Mag. Lieselotte Hölbling’s work for an institution called the Vorstudienlehrgang der
Grazer Universitäten (VGU) caught our special attention. Mag. Hölbling has been teaching German at the VGU for
several years, and she immediately offered not only to provide teaching material, but also to support us in getting
access to teachers and students.

The VGU is a University institution which aims at preparing international students for the complementary language
exams they are required to take in order to be admitted to study at one of the Universities in Graz. About 300
students from more than 60 different countries are currently attending VGU courses. Apart from German language
courses, the VGU also offers preparatory courses for special subjects such as Biology, English and Geography.
After one two three semesters of intensive language studies, students may take their complementary exams, after
which they are allowed to start their studies at Graz University.

The German language exams consist of two parts. The first part focuses on receptive language skills (reading and
understanding texts ) and written expression. The second part then focuses on oral language proficiency.

Language Teaching and Intercultural Competence at the VGU Graz

by Stephanie Fuchs

Report of the results of a survey carried out among migrant students of German at the VGU Graz on the treatment
of cultural content in second language teaching materials

There is a growing recognition among educators that concepts of “Intercultural Communication” and “Sociocultural
Competence” have become worthy aims of modern education. In studies of communication, intercultural
competence is seen as social effectiveness and appropriateness. It has been defined in foreign language learning
as “the ability of a person to behave adequately in a flexible manner when confronted with actions, attitudes and
expectations of representatives of foreign cultures” ( Meyer 1991: 137).

At an academic level, however, it seems as if these theoretical approaches to intercultural learning and intercultural
competence have not yet been efficiently put into practice. At Graz University, this might be due to the relatively
low number of students from different cultural backgrounds; on the other hand teachers often seem not to be
sufficiently prepared for dealing with cultural differences in the classroom.

The VGU aims at preparing students from different cultural backgrounds for University life in Graz. The teaching
and learning situation in VGU classrooms differs greatly from that in the University as a whole, since in VGU
classes, not only are students and teachers members of distinctive cultural (eg. ethnic, national, academic and
disciplinary) groups, but teachers also have to teach social interaction patterns and cultural values while at the
same time having to impart to students language competences such as grammar.

The aim of our project was to examine the ways in which culture is reflected in teaching materials used at the VGU
and to evaluate the consideration of cultural contexts and intercultural elements in VGU classrooms. After
evaluating teaching materials used by Mag. Lieselotte Hölbling according to the European Framework of
Reference, and after participating in some of her German language classes at the VGU, we decided to prepare a
questionnaire for her students in order to investigate students’ attitudes concerning the teaching materials used in
class.
The Questionnaire

The questionnaire was prepared by Stephanie Rainer, Silke Felfer and Stephanie Fuchs and was handed out to
students during class on Wednesday, 28th May 2003. That day, 20 students out of 25 originally participating
were present: 11 women and 9 men. I had attended Mag. Hölbling´s class previously in order to make students
familiar with the aims of our project. Luckily, students were very enthusiastic about participating in our project and,
though most of the students had difficulties in filling out the questionnaire (due to language problems), they did
their best to answer questions as accurately as possible.

Demographic facts

Most students in Mag. Hölbling´s class have already started or have even finished degree courses in their home
countries. The majority has been in Graz for more than one year. Although most came originally to Graz to attend
university, in the long run most of the students intend to become permanent residents and obtain Austrian
citizenship. A relatively low number of students had already received German language instruction in their native
countries, so the level of language knowledge is more or less the same. More than 80 percent of students come
from Eastern and South Eastern Europe, especially from Bosnia Herzegovina.

Nationalities represented in class %:

Bosnia Herzegovina Ukraine South Korea Albania Kurdistan Romania Serbia Russia Iran 45 %10 % 5 % 5 % 5 % 5
% 5 %10 %10 %

In the first part of the questionnaire (see below), students were asked to evaluate their satisfaction with the course
in general terms. Students had to rank satisfaction from 1 (not satisfied at all) to 8 (very satisfied). The questions
were very similar to commonly used course evaluation questions, focusing on information concerning course
structure, comprehension, demands, organisation and teacher abilities. The majority of students stated that they
were very content with the overall organisation of the course and teaching methods. Course requirements are
considered appropriate, although some of the students seem to have difficulties with the speed at which topics
are dealt with.

The second part of the questionnaire consisted of 13 questions to be answered in short sentences. These
questions focused on the integration of cultural aspects in the classroom with regard to teaching methods and
materials. Due to difficulties in understanding and answering these questions, answers were mostly restricted to
“Yes” or “No”, and quite a large number of questions were not answered at all. Nevertheless, I will try to point out
the most important and striking results.

Almost 100 % of the students are of the opinion that at the VGU, a conscious effort is made to make them aware
of cultural differences and similarities between their home countries and Austria. They pointed out that being aware
of differences is at least as important as being aware of what their native cultures and Austrian cultures have in
common. Students do have the impression that different cultures and lifestyles are consciously taken into
consideration in class. Aspects of Austrian culture are regularly compared to those of other cultures, and the
teaching materials used do not exclusively aim at transmitting Austrian cultural values. Most of the students feel
encouraged to contribute actively to a better understanding of the different cultures they are surrounded by in the
classroom.

Given the fact that most students at the VGU have only been in Graz for approximately one year, the teaching
materials appear to be very demanding at first sight. Nevertheless, the majority of students do not feel the teaching
materials, and especially texts handed out by the teacher, place unbearable demands on them. What was rather
surprising was the fact that quite a number of students are of the opinion that having to tackle demanding texts,
such as newspaper articles, is an appropriate and essential means to make real progress in the language. We
would have expected some kind of complaint concerning difficulty of the teaching materials, but students really
seem to be quite satisfied. Especially the worksheets handed out by Mag. Hölbling enjoy great popularity among
all students, while the course book is considered a bit boring.

Making students familiar with aspects of Austrian culture, politics etc. is of course one of the major goals at the
VGU. Hence, texts that are used in class mainly focus on topics relating to Austria, but most students feel that the
amount of material concerned with Austrian culture is relatively equal to the amount of material dedicated to other
cultures. Due to the fact that they are all encouraged and also very willing to compare their native cultures to
Austrian culture, in oral discussions as well as in written tasks, none of the students seems to feel underprivileged
or even discriminated against. Most students are quite satisfied with the topics discussed, though some would
prefer to focus less on politics and economics and concentrate more on lifestyles etc.

All the students emphasised that their knowledge about and understanding of Austrian culture had been and is still
being considerably increased through attending their German course at VGU. Most Bosnian students pointed out
that they already knew something about Austria and Austrian culture, while students from Iran and Russia
obviously hardly knew anything about Austria before they came to Graz, and therefore the German course at the
VGU for them serves as a vital first introduction to Austrian culture and lifestyle. VGU teachers´ abilities to deal with
everyday problems that migrants might face in Austria were rated very positively. In case questions or problems do
arise, teachers attempt to discuss these problems in class.

The majority of students also thinks that in class, language competences and cultural competences are imparted
to the same extent. Nevertheless, it was interesting to see that almost all of the students still do not feel sufficiently
prepared (from a linguistic point of view) for University. Most of them are aware of the fact that they still have major
problems in understanding and communicating with German native speakers, especially because the typical
Styrian dialect differs greatly from the Standard German which they are taught at the VGU.

Asked about their wishes and/or complaints, some students surprisingly answered that they would appreciate
having more tests and exams during the semester, since they do not feel sufficiently prepared for the final exam
and are afraid not to pass due to their lack of experience concerning examination procedures.

All in all, students at the VGU seem to be very satisfied with the kind of education they are receiving. Fears remain,
but from this questionnaire and from the impressions we as “outsiders” gained from observing classes at the VGU,
we can conclude that all of these students are being given the best possible chance to cope with living and
studying in Austria.
MEYER, M. (1991) 'Developing Transcultural Competence: Case Studies of Advanced Foreign Language
Learners'. In: BUTTJES, D. & BYRAM, M. (eds.) Mediating Languages and Cultures: Towards an Intercultural
Theory of Foreign Language Education. Multilingual Matters.

Appendix: Questionnaire

Karl Franzens Universität Graz

Geisteswissenschaftliche Fakultät - Institut für Anglistik und Amerikanistik

Projektseminar Sociocultural Competence: Access to Language, Access to Culture

Koordination Dr Nancy Campbell

Arbeitsgruppe SS 2003 : Stephanie Rainer, Stephanie Fuchs, Silke Felfer, Sarah Melcher, Dagmar Gromann,
Katharina Schweighofer, Martina Radspieler

BEFRAGUNG DER STUDENTEN / INNEN DES VGU DER UNIVERSITÄT GRAZ, GRUPPE PROF. LIESELOTTE
HÖLBLING, ZUR QUALITÄT UND METHODIK DER LEHRE

Sehr geehrte Studierende,

Unsere Seminargruppe hat es sich zum Ziel gesetzt, einen Einblick in das Lehrangebot des VGU für MigrantInnen
und AusländerInnen in Graz zu gewinnen. Unser besonderes Interesse gilt dabei der Methodik der Lehre und der
Vermittlung sprachlicher und kultureller Kompetenzen innerhalb dieses Sprachkurses.
Zu diesem Zweck bitten wir Sie, diesen Fragebogen auszufüllen und uns somit bei der Evaluierung und Analyse
des verwendeten Unterrichtsmaterials zu helfen.
Vielen Dank für Ihre Mitarbeit!

Geschlecht: • männlich • weiblich

Nationalität: ....................................................

Dauer des Aufenthaltes in Österreich: seit ........................................

Zweck des Besuches dieses Sprachkurses: • Vorbereitung auf das Studium in Österreich
• Fortbildung im Rahmen einer beruflichen Tätigkeit in Österreich
• Aus persönlichem Interesse - nicht berufs,-oder studienorientiert
• Sonstige
....................................................................................................................................................
Angestrebtes bzw. bereits ausgeübtes
Studium an der Universität Graz ..........................................................................

Haben Sie in ihrem Heimatland bereits ein

Studium begonnen bzw. abgeschlossen? • Ja • Nein

Hatten Sie Vorkenntnisse in Deutsch

bevor Sie nach Graz gekommen sind? • Ja • Nein

1....trifft überhaupt nicht zu

8....trifft voll und ganz zu

Die Ziele und Anforderungen diese Kurses werden klar formuliert

1 2 3 4 5 6 7 8

Der inhaltliche Aufbau des Kurses ist für mich gut nachvollziehbar

1 2 3 4 5 6 7 8

Die eingesetzten Medien ( Flip Chart, Overheadfolien etc. ) tragen zum besseren Verständnis der Inhalte bei

1 2 3 4 5 6 7 8

Der/Die LehrerIn hat den Unterricht gut organisiert

1 2 3 4 5 6 7 8

Ich fühle mich frei, Fragen und Kommentare einzubringen

1 2 3 4 5 6 7 8

Meinen Lernzuwachs durch diese Veranstaltung schätze ich hoch ein

1 2 3 4 5 6 7 8

Ich bereite mich regelmäßig auf die Kurseinheiten vor oder arbeite den Veranstaltungsstoff nach

1 2 3 4 5 6 7 8
Die Anzahl der behandelten Themen scheint mir • zu groß • genau richtig • zu niedrig

Die Anforderungen des Kurses and mich sind • zu hoch • genau richtig • zu niedrig

Die Vorgehensgeschwindigkeit ist • zu hoch • genau richtig • zu niedrig

Wie oft nehmen Sie an dem Kurs teil? • 100 % • 75% • 50 % • 25%

Bitte beantworten Sie die folgenden Fragen jeweils in kurzen, bündigen Sätzen!

1) Sind Sie der Meinung, dass auf kulturelle Gemeinsamkeiten bzw. Unterschiede von Herkunfts,-und
Aufnahmeland im Unterricht Bezug genommen wird?

2) Wie beurteilen Sie die Fähigkeit der/des Lehrenden, auf Probleme des alltäglichen Lebens in Österreich
einzugehen?

3) Haben Sie den Eindruck, dass verschiedene Lebensweisen und Kulturen im Unterricht ausreichend
berücksichtigt werden?

4) Wird im Unterricht Ihrer Meinung nach das Bewusstsein der eigenen Vorstellungen über verschiedene
ethnische Gruppen gestärkt?

5) Wie kommen Sie mit den verwendeten Unterrichtsmaterialien zurecht? Finden Sie die verwendeten Texte etc.
schwer verständlich?

6) Haben Sie den Eindruck, dass in den Unterrichtsmaterialien Bezug auf fremde Kulturen und nicht nur auf die
österreichische Kultur genommen wird?

7) Wie interessant bzw. nützlich finden Sie die Unterrichtsmaterialien? Bevorzugen Sie die Arbeit mit dem
Arbeitsbuch oder mit Arbeitsblättern, die ausgehändigt werden?

8) Sind Sie der Meinung, dass der Unterricht ihr Bewusstsein bzw. Ihr Wissen über österreichische Kultur fördert?

9) Haben Sie das Gefühl, dass im Unterricht sowohl sprachliche ( Grammatik ) als auch kulturelle Kompetenz in
gleichem Masse vermittelt wird?

10) Werden Sie, z.B. bei schriftlichen Hausübungen, auch dazu angehalten Ihre eigene Meinung zu einem Thema
einzubringen?

11) Glauben Sie, dass Sie nach dem Besuch dieses Kurses ausreichend auf das Studium in Österreich
vorbereitet sind? Wenn ja, warum?
12) Welche Bereiche der österreichischen Kultur bzw. Lebensweise interessieren Sie besonders? Wird im
Unterricht verstärkt Bezug auf gewisse Themen genommen? Wenn ja, auf welche?

13) Wie finden Sie das Angebot an Aktivitäten, die ausserhalb des Klassenzimmers angeboten werden? Nehmen
Sie regelmäßig an solchen Aktivitäten teil?

Sonstige Anregungen und Wünsche betreffend des Unterrichts und der verwendeten Unterrichtsmaterialien

................................................................................................................................................

VIELEN DANK FÜR EURE MITARBEIT!!!

Analysis of teaching material for B2 and C1 learners according to the

Common European Framework of Reference

PROFILE FOR B2 AND C1 LEARNERS

Receptive skills
Listening:
Students should be able to understand standard German, a variety of regional dialects and colloquial expressions.
In addition, they should be able to follow conversations and lectures and to take notes if it is required.
Reading:
The learners should be able to deal with different articles and to differentiate between facts, opinions and
conclusions.
Productive skills
Speaking:
The students should be able to initiate, carry on and finish a conversation, be aware of turn-taking strategies and
interpret the partners’ gestures correctly. Moreover, they should be able to state their opinions and to give mini-
presentations.
Writing:
The learners should be able to summarize important information from different sources and the media. Additionally
they should be able to state reasons for and against a particular topic, describe charts, write job applications and
e-mails.
CULTURE:
The students’ aim should be to develop an awareness of the cultural habits of the host country, as well as other
cultures.
The learner’s competence
In order to carry out the tasks and activities required to deal with the communicative situations in which they are
involved learners draw upon a number of competences developed in the course of their previous experience.
1 ) Declarative knowledge (savoir):
1.1) Knowledge of the world:
The basic features of this model are fully developed during early childhood but it is further developed through
education and experience during adolescence and throughout adult life. Of considerable importance to the learner
of a particular language is factual knowledge concerning the country or countries in which the language is spoken,
such as its major geographical, environmental, demographic, economic and political features.
1.2) Sociocultural knowledge:
This is described as knowledge of the society and culture of the community or communities in which a language
is spoken. The features distinctively characteristic of a particular European society and its culture may relate, for
example, to:
Everyday living (e.g. food and drink, public holidays, working hours, …)
Living conditions (e.g. living standards, housing conditions, welfare arrangements, …)
Interpersonal relations (e.g. relationships between sexes, relationships between generations, relationships in work
situations, family structures and relations, …)
Values, beliefs and attitudes (e.g. social class, politics, wealth, arts, religion, tradition, …)
Social conventions (e.g. punctuality, dress, behavioral conventions and taboos, presents, …)
1.3) Intercultural awareness:
Intercultural awareness includes an awareness of regional and social diversity in the ‘world of origin’ and the ‘world
of the target community’. It is enriched by awareness of a wider range of cultures than those carried by the
learner’s L1 and L2. Intercultural awareness covers an awareness of how each community appears from the
perspective of the other, often in the form of national stereotypes.
Example 1:
Description of a chart written by a student:
Der Grafik ist die Information zu entnehmen, was dir in deinem Leben wichtig ist.
Man kann in dieser Grafik verschiedene wichtige Lebensbereiche sehen; Die sind: Die Freunde. Die Familie. Die
Freizeit, die Arbeit, die Politik und die Religion. An erster Stelle stehen die Freunde. Während sich laut Umfrage im
Jahr 2000 73% für die Freunde entschieden haben, entschieden sich im Jahr 1990 54% für die Freunde.
An zweiter Stelle befindet sich die Familie. Im Jahr 2000 haben sich laut Umfrage 69% für die Familie entschieden,
im Jahr 1990 hingegen 67%. Es folgt die Freizeit mit 61% im Jahr 2000 und 59% im Jahr 1990.
Im Mittelfeld ist die Arbeit. Für 47% ist im Jahr 2000 die Arbeit wichtiger als Freizeit und im Jahr 1990 für 42%.
Es folgt die Politik mit 7% im Jahr 2000 und 4% im Jahr 1990.
An letzter Stelle befindet sich die Religion. Für nur 6% im Jahr 2000 ist die Religion am wenigsten wichtig.
Im Vergleich dazu ist im Jahr 1990 nur für 8% der Befragten Religion wichtig.
Dieses Thema interessiert mich, weil es in meiner Heimat unterschiedlich ist. Die Familie befindet sich an erster
Stelle, weil die Leute in meiner Heimat gern heiraten wollen und Kinder bekommen, obwohl die manche Familie
wenig Geld für ihre Kinder haben.
Die Leute müssen viel arbeiten, um gut zu verdienen, deswegen ist die Arbeit an zweiter Stelle wichtig.
Ich glaube, dass die Religion und die Politik an dritter Stelle sind. Es gibt kaum (wenig) Zeit für Freizeit und Freunde.
Redemittel zur Beschreibung einer Grafik

die Zahl(en): der Wert(e):

ist, beträgt ist, beträgt

ist hoch-am höchsten, niedrig am

ist hoch, niedrig
niedrigsten

der höchste/der niedrigste Wert beträgt

Durschnittswert, Höchstwert, Tiefstwert

steigt, fällt, sinkt

Zeitangaben:
im Jahr 2001
von 1999 bis 2003
zwischen 1999 und 2003
seit 1999ab 1999

die Kurv(en):

verlaufen, verläuft eine steile Kurve

ansteigen, steigt an eine flache Kurve

abfallen, fällt ab stetig steigend/fallend

auf und ab Bewegung

der Vergleich: das Verhältnis(se):

vergleicht man A mit B, sieht man, dass... im Verhältnis dazu ist...

A im Vergleich mit B zeigt

Example 2:
TEXT 2: “Die strenge Kleiderordnung im Büro”
ARBEITSBLATT
Was trägt “Mann” als

Vortragender an der Uni Prüfer an der Uni Schalterangestellter in einer Bank Topmanager in einer Firma

Was nicht?

Was trägt “Frau”? als

Vortragende an der Uni Prüferin an der Uni Schalterangestellte in einer Bank Topmanagerin in einer Firma

Was nicht?

Example 3:
Picture 01: Chart: “Zahl der Selbständigen 1980-2002”
Description of a chart written by a student:

Zahl der Selbständigen

Die Grafik zeigt die Zahl der Selbständigen im landwirtschaftlichen und gewerblichen Bereich. Die Zahlen werden in
zwei Kurven gezeigt. Die grüne Kurve zeigt die Zahl der Selbständigen im landwirtschaftlichen Bereich. Die rote
Kurve zeigt die Zahl der Selbständigen im gewerblichen Bereich. Die Erforschung Erhebung hat wurde zwischen
dem Jahr 1980 und 2002 geführt gemacht.
Die Angaben sind in Zahlen von 0 – 30.000. Die grüne Kurve sinkt kontinuierlich ab dem Jahr 1980 bis 2002. Im
Jahr 1980 war die Zahl von mehr als 250.000 der Selbständigen im landwirtschaftlichen Bereich am höchsten.
Die stetig fallende grüne Kurve zeigt, dass die Zahl der Selbsteändigen im landwirtschaftlichen Bereich im Jahr
2002 fällt auf weniger als 150.000 fällt. Die rote Kurve zeigt, dass die Zahl von mehr als 200.000 im gewerblichen
Bereich im Jahr 1980 leicht bis dem zum Jahr 1984 gesunken ist. Ab dem Jahr 1984 hat ist ein kontinuierliches
Steigen notiert zu sehen. Im Jahr 2002 war die Zahl von mehr als 250.000 der Selbständigen im gewerblichen
Bereich am höchsten und steigt weiter an. Der kontinuierliche Fall im landwirtschaftlichen Bereich hat mit dem
Gründen der EU verursacht wird durch die EU verursacht.
Ich bin der Meinung, dass die EU ein Konkurrent für die USA sein muß. Die Schöpfung der Konkurrenz ist in allen
Gebietesn zu bemerkten. In diesem Fall ist die Landwirtschaft der EU bedroht, aber in kurzer Zeit wird die EU ein
starker Konkurrent für die USA in allen Gebietsen sein. In meinem Heimatland ist die Situation ganz anders.
Bosnien ist nicht in der EU und die Landwirtschaft in Bosnien ist noch nicht mit von diesem Nachteil beeinflussent.
2. ) Skills and know-how (savoir-faire):

2.1 ) Practical skills and know-how:

Social skills: The ability to perform to expected routines
Living skills: The ability to carry out effectively the routine actions required for daily life (e.g. bathing, dressing,
cooking, eating, …)
Leisure skills: The ability to carry out effectively the actions required for leisure activities (e.g. arts, crafts, sports,
hobbies, …)
2.2 ) Intercultural skills and know-how:
These include the ability to bring the culture of origin and the foreign culture into relation with each other, the ability
to identify and use a variety of strategies for contact with those from other cultures.
Example 4:
Picture 02 & 03: A1-Ring Spielberg
Description of a picture:
Dieses Bild ist auf in zwei Teilen geteilt. Oben vom im Bild ist der Himmel mit seinen wunderschönen Nuancen. Bis
zum Himmel erheben sich hoche Straßenlampen. Untern dem im Bild kann man eine große breite Autobahn
sehen. In der Mitte fährt ein Mensch ein Auto, auf dem Sonnenstrahlen sich widerspiegeln. Das Auto zeigt, dass
das Bild früher fotografiert wurde, weil das Auto ein alter Typ ist.
Links vom im Bild befindet sich eine Frau auf dem Fußgang Gehweg. Ich vermute, dass dieses Bild in einem Ort
fotografiert ist wurde, wo es heute es den A1-Ring gibt. Vielleicht ist das Spielberg, wo es die das FormelfahrtI-
Rennen gab. Es gab dort eine große Masse Menge der Leute, die in der Fahrt das Rennen genießen wurden
wollten.
Und jetzt kann ich auf dem Bild kann ich nur zwei Menschen sehen und sonst niemanden noch. Nur die Stille.
Deshalb fordert dieses Bild in mir (die) Beklommenheit heraus. Es erinnert mich an meine einsamen Momenten. In
diesen Momenten kann der Mennsch nur traurig sein. Dann kann er sich nur mit sich selbst unterhalten und
sprechen. Manchmal soll der Mensch allein sein, weil er dann er auch wissen kann, wieviel die anderen Leute
wichtig sind und wieviel gut und menschlich er sein muss, damit er in der Gesellschaft zu leben kann.
Example 5:
Picture 04: Chart: “Studienanfänger an der TU Graz”
Description of a chart:

Frauen und technische Studien

Es gibt dDie Grafik, die handelt von den Zahlen der Studierenden an der technischen Universität. Ausffallend ist die
Zahl von den Frauen, die an der Uni studieren, sie ist sehr niedrig. Berücksichtigt ist der Zeitraum vomn 1983 bis
2001. An In der Grafik sind drei Kurven. Eine Kurve zeigt die Menge von den Gesamtzahl aller Studierenden. Die
Kurve verläuft kontinuierlich auf und ab. Im Jahr 1983 haben nur 900 Studenten in der technischen Richtung zu
studieren angefangen. Das ist die niedriegste Zahle aus dem Zeitraum. Sogar sieht man Obwohl man sieht, dass
im Jahr 2000 die Zahl der Studienanfänger beträgt auch 900 beträgt.
Die höchste Zahl der Studienanfänger ist fast 1400. Das passiert zwei Mal, im Jahr 1991 und 1995. Mit
kleinerem Abstand verläuft die Kurve mit den Zahlen der männlichen Studierenden. Die niedrigste Zahlen ist 700
und die höchste Zahl beträgt 1100 in den Jahren 1988, 1991 und 1995. Die dritte Kurve zeigt die Menge Zahl
der Frauen, die an der TU inskribierent wurden sind. Die flache Kurve verläuft kontinuierlich. Der große Abstand
zeigt, dass sehr wenige Frauen im Verhältnis zu den Männern technische Fächer wählen.
Frauen sind von Natur aus für technische Berufe nicht geeignet. Auf In technischen Berufen muss man sehr
konzentriert sein und für die Frau mit 100 Gedanken in einer Minute Sekunde ist das sehr schwer. Die Frau kann
sehr viele Sachen sehen, die nicht der kein Mann bemerkt, und aber das ist macht es nicht einfach, die
wichtigsten Sachen zu auszuwählen.
Die Erziehung und Schulausbildungen von Mädchen sind zu einseitig und geradezu technikfeindlich. Ich bin nicht
von der gleichen Meinung, weil jetzt die Mädchen und die Buben gleich in den Schulen jetzt gleich erzieht sind
erzogen werden. Sie haben die gleichen Fächern und gleichen Möglichkeiten. Eigentlich iIn meinem Heimatland ist
das auch so.
3. ) ‘Existential’ competence (savoir-être):
The communicative activity of learners is also affected by selfhood factors connected with their individual
personalities. These include:
Attitudes (e.g. openness towards new experiences, other persons, ideas, peoples, societies and cultures;
willingness to relativise one’s own cultural viewpoint and cultural value-system)
Motivations
Values (ethical and moral)
Beliefs (e.g. religious, ideological, philosophical, …)
Cognitive styles
Personality factors (e.g. optimism / pessimism; introversion / extroversion; loquacity / taciturnity; …)

Analysis of teaching material in German as a Foreign Language

Classes
(DaF/Deutsch als Fremdsprache)
by Dagmar Gromann, Sarah Melcher and Martina Radspieler

1. Introduction
For our project we analyzed teaching material which is used in “German as a foreign language” classes. We
based our analysis on the framework for sociocultural competence (four savoirs) defined in the Common
European Framework of Reference for Languages: savoir, savoir faire, savoir être and savoir apprendre. The
textbooks we analyzed were “Erste Schritte”, which conveys a specifically German perspective, and “Tangram”,
which mainly targets learners in Vienna . Due to the fact that these textbooks are not sufficient for specific regional
needs in the classroom, we discovered that additional material is often used. Therefore we also analyzed material
which has been put together by teachers in order to address relevant topics for a specific target group of learners.
The common feature of all the materials is a focus on some aspect of sociocultural competence combined with
grammar and vocabulary teaching. The following analysis takes each of the four savoirs in turn. First, we provide a
brief definition of the savoir in question and then we illustrate how this savoir is addressed in teaching materials.
2. Savoir (declarative knowledge)
Savoir is factual knowledge of the country or countries in which the language is spoken, such as its major
geographical, environmental, demographic, economic and political features.
This first example focuses on the public transport system in Graz and on practising the German article.
Figure 2.1 Example from additional material
“Wir gehen in die Stadt”
The next example introduces some of the principle cities in the German speaking world and teaches students to
say where they come from. It is interesting to note that major cities in Austria and Switzerland that are far away
from the German border are ignored!
Figure 2.2 Example from “Erste Schritte”
“Wo wohnen Sie? Woher kommen Sie?”

This example again focuses on geographical knowledge (rivers, mountains and cities). Concerning language
teaching the focus here is on vocabulary.
Figure 2.3 Example from “Tangram”
“Land der Berge”
3. Savoir faire (skills and know-how)
This type of knowledge contains particular skills and know-how the learner/user will need to possess in order to
communicate effectively in the specific country, e.g.:

• Social skills: how to greet

Figure 3.1 Example from “Erste Schritte”
“Guten Morgen Hr.Sauer”
• Living skills: how to ask about prices
Figure 3.2 Example from “Erste Schritte”
Picture prices
example dialogue – shopping prices
• Vocational skills: job hunting
Figure 3.3 Example from additional material
“Frau Emer”
• Leisure skills

This example focuses on planning leisure time activities as well as on practising prepositions and telling the time.
Figure 3.4 Example from “Tangram”
“Wohin am Wochenende?”
4. Savoir être (“existential” competence)
Savoir être considers the learner’s/user’s own cultural background concerning their attitudes, values and beliefs,
and how this knowledge can be used as a basis to acquire features of the target culture.
Due to the multicultural nature of most DaF classes the individual cultural backgrounds of the participants are
neglected. Therefore the textbooks and additional material centre on target culture.
This first example focuses on introducing students to important Austrian social events and the appropriate clothing
worn at these events. The language focus is vocabulary. We can clearly see that the focus is on Austrian culture
without any comparison with the students’ own culture.
(This seems strange to me – where is the focus on the learner’s OWN background. It strikes me that the kind of
exercise (cultural values) we did in session one of our class is totally lacking from textbooks etc. ) Please rethink
this section.
Figure 4.1 Example from “Tangram”
“Die passende Garderobe”
5. Savoir apprendre (ability to learn)
Savoir apprendre deals with study skills and technology skills.
This example shows the form you have to fill out in Austria before seeing a doctor. The language skills practised
are giving personal information.
Figure 5.1 Example from additional teaching material
“Krankenkassenscheck”
6. Stereotypes
From our analysis of the textbooks and additional material we discovered that the materials contain a lot of useful
exercises in basic German grammar and vocabulary and provide a great deal of cultural information but tend to
present a rather stereotypical view of the German speaking world.
“Tangram”, for example, presents the learner with gender specific stereotypes:
Figure 6.1 Example from “Tangram”
“zum Beispiel Tirol”
This example from “Tangram” stereotypes Austrian culture:
Figure 6.2 Example from “Tangram”
“Österreich in Zahlen”

This example reflects a stereotype of the kind of jobs that migrant people are supposed to do:
Figure 6.3 Example from additional material
“Die Arbeit einer Reinigungsfrau”
7. Conclusion
When analysing the textbooks and additional material we found that savoir faire is the most common savoir
focused on in teaching materials. The other savoirs are present as well but the focus is clearly on “skills and know-
how”. Our general impression was that the materials include very useful language learning activities but that, from
the point of view of sociocultural competence, there is a tendency towards stereotypical representations.