Revising second year university BA program: a didactic strategy integrating German writing and grammar courses

Abstract

As an established educational institute, the University of Jordan promotes intercultural exchange through language support. This thesis addresses the question of heterogeneity of German language teaching at the University of Jordan and develops a didactic strategy for improving language acquisition at the A2 and B1 levels. The focus is on combining two assigned courses Writing and Grammar that are taught as separate courses for German and English dual students. The emphasis will be on quality and comparability of the course content. This approach is oriented toward the Common European Framework of Reference for Languages (CEFR), contributing to the renewal of foreign language teaching in various academic contexts.

Keywords:

• Grammatical learning
• text procedures
• written language experience
• example-oriented learning
• language awareness

Reviewing Editor:

• John Chiang, Senior Editor, Communication and Media, State University of New York, United States

Subjects:

• Language & Linguistics
• Grammar, Syntax & Linguistic Structure
• Grammar

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Renata Asali-van der Wal

Renata Asali-van der Wal holds a PhD in Teaching German as a Foreign Language and is currently a Professor at the University of Jordan. As a researcher, she is focused on teaching German language, Linguistics, Translation, Literature, and particularly German Phonetics and Pronunciation for Arabic speakers.

Sarah Raad Salih Alshanmy

Sarah Raad Salih Alshanmy has a master’s degree in Teaching German as a Foreign Language from the German-Jordanian University in Madaba, Jordan. She currently serves as a Lecturer at the University of Jordan. As a researcher, she is interested in teaching German language and literature while also focused on writing and grammar.