APPROACHES BASED ON ORAL COMMUNICATION COMPETENCE IN TEACHING GERMAN AS A FOREIGN LANGUAGE

Abstract

The development of oral communication competence represents a central goal in contemporary German as a Foreign Language (DaF – Deutsch als Fremdsprache) pedagogy. Rooted in the communicative turn of the 1970s and aligned with the Common European Framework of Reference for Languages (CEFR), modern approaches prioritize communicative competence over traditional grammar-translation methods. This thesis examines key approaches, including the Communicative Language Teaching (CLT) paradigm, Task-Based Language Teaching (TBLT), and conversation analysis-informed methods. These approaches emphasize authentic interaction, real-life tasks, and the integration of speaking with listening skills. Drawing on empirical studies and didactic frameworks, the analysis highlights advantages such as increased fluency, motivation, and intercultural awareness, alongside challenges like balancing accuracy with fluency and implementation in large classes or exam-oriented contexts. The discussion contributes to understanding how these methods foster effective oral production in DaF classrooms.