DISCURSIVE COUNTRY STUDIES AS A FACTOR IN DEVELOPING LINGUOCULTURAL COMPETENCE IN LEARNING GERMAN
DOI:
https://doi.org/10.31110/2616-650X-vol13i9-005Keywords:
discursive country studies, linguocountry-specific finds, German as a foreign language, DACHL-findsAbstract
The article analyzes the practical potential of using linguocountry-specific finds as an effective tool in learning German as a foreign language, aimed at developing discursive competence and deepening the understanding of country-specific discourses. The study is based on the author’s personal experience gained during an international scientific and pedagogical internship at the Goethe-Institut Dresden in 2024, within which more than twenty authentic DACHL findings were collected. Further research was advanced during participation in the professional training “Discursive Country Studies and the Cultural Studies of German as a Foreign Language” at the University of Rzeszów, where the author became acquainted with innovative approaches to discursive country studies. Linguocountry-specific finds, encompassing material objects (posters, tickets, menus, architectural monuments), digital artifacts (social media posts), and emotional expressions (individual associations), create conditions for authentic immersion in the German-speaking educational environment and foster intercultural connections between Ukrainian and German cultures. The empirical basis of the research involved an associative experiment with undergraduate students of the Faculty of Foreign Philology at Lesya Ukrainka Volyn National University, in which 100 responses were collected and categorized. Methods of comparison and analysis revealed that linguocountry-specific finds contain valuable information absent from traditional learning materials and can significantly enrich the educational process. The study's findings demonstrate that this approach intensifies cognitive activity, increases students’ motivation to learn German, fosters an interactive learning environment, and broadens the interdisciplinary perspective. The article outlines the key advantages and challenges of implementing language-specific findings in German language teaching practice.
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