Entwicklung interkultureller Handlungskompetenz. Ein didaktisches Konzept für den Wirtschaftsdeutschunterricht in China am Beispiel des Einsatzes von Lernvideos

In recent decades, we notice a promising development of Business German as part of the DaF training in China. In this progress, we can observe a reorientation of German-oriented study programs from literature and linguistics-focused towards practice and profession-oriented. Such focus change has led to a growing emphasis on the study of German-speaking countries' culture, intercultural communication, and the teaching of professional languages, in particular, Business German. To ensure the quality of German language education, many Chinese teachers and German departments rely on teaching materials and didactic methodology designed in Germany. Although the methods and approaches are tailored for the Chinese target group, the corresponding teaching materials are missing. In such a situation, universities in China have been making many both theoretical and practice-oriented reflections on Business German teaching. As a result, they have made several methodological and didactic proposals. One of these proposals is regarding the development of occupation-relevant essential skills as a leading goal in business-related DaF training at universities in China. Based on a detailed analysis of the current German teaching program frameworks, I present a practice-oriented model--"Learn intercultural communication with educational video examples." This newly developed teaching concept targets advanced pre-vocational students. Behind this is the idea that a didactic concept should not only be convincing in theory but must also prove itself in practice. Under the existing framework, I reconsidered and expanded the curricula and developed practical teaching models, and will create target-group-specific textbooks. I made an example video titled "The company MI is planning a fair appearance" to illustrate the idea of this teaching model. I discuss how to employ the teaching concepts when producing the video and how to use it for in-class discussions in China to develop students' "intercultural skills." This curriculum design proposal introduces three goals, described the in opening chapters, which are empathy, unambiguity, and an open mind. Not every student would indeed be able to achieve the intended learning goals, given various personality traits. In any case, one should keep in mind that language and cultural lessons are not psychotherapy and that there are limits to what you can change in language teaching or customize concerning personality traits. I would also like to share my own experience that I had difficulty in teaching in Europe. I had to conquer the stage fear as a Chinese to present in front of a group. I had to practice role-playing and presentations. However, there are no other ways to prepare for vocational communication and professional work environment. It can be considered, however, how to ease students into such initially unpleasant requirements in the classroom, with well-designed didactic methodology. Finally, deep in my mind, I hope that this didactic model and learning video developed in this study will be experimented and reflected in Business German teaching at universities and colleges in China. With the help of the received comments and feedback, I hope to produce a series of educational videos and write a textbook for business German targeting the specific student group in China.