How important is formality in business German

Exam. Business German. International. Manual Exam Objectives Test Description

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1 Examination Business German International Handbook Examination objectives Test description H

2 Materials for the exam International Business German Model set 0.1 Candidate sheets, examiner sheets (ISBN) Model set 0.1 Audio cassette (ISBN) Manual of examination objectives, test description (ISBN) Training material for examiners (ISBN) Examination regulations Published by: Deutscher Industrie- und Handelstag Breite Straße 29, D Berlin Goethe-Institut Central administration, area 55, PO Box, D Munich Carl Duisberg Centren Hansaring 49-51, D Cologne Reference address: VMH Max-Hueber-Str. 4 D Ismaning Telephone: Fax: Order number: ISBN Goethe-Institut 2000 Design: Felix Brandl Graphik-Design, Munich Printing: KS-Druck GmbH, D Ebersberg

3 Michaela Perlmann-Balme Examination Business German International Handbook Examination objectives Test description H

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5 Contents Part 1 Part 2 Part 3 Preface Examination of Business German International at a Glance 1 Carrier of the examination 2 Information for interested parties 3 Language level 3.1 Levels of the Council of Europe 3.2 Competence in the four skills 4 Exam participants 4.1 Learner profiles 4.2 Contact zones 4.3 Foreign language requirements in a professional context 4.4 Activity profiles Examination objectives and -Requirements 5 Global learning objective: Foreign language skills 5.1 Technical skills 5.2 Methodological skills 5.3 Social skills 5.4 Linguistic skills: vocabulary, grammar 6 Action chains 7 Target activities 7.1 Information 7.2 Correspondence 7.3 Company and product presentations 7.4 Reports, minutes 7.5 Conversations, meetings, negotiations 8 Means of expression in professional situations 8.1 Presentation 8.2 Formal letter 8.3 Company presentation 8.4 Job interviews 8.5 Discussion strategies Examination forms and content 9 Reading comprehension 10 Listening comprehension 11 Written expression 12 Oral he Kommunikation Page Appendix Selection bibliography for PWD preparatory courses Bibliography

6 Foreword Objectives Readership Part 1 The International Business German Examination at a Glance Part 2 Examination Contents and Requirements Part 3 Examination Forms Increasing global economic interdependence has greatly stimulated interest in foreign languages ​​and, in particular, increased willingness to learn German for work and business. The command of one or more foreign languages ​​is now an essential part of professional qualifications. This has also increased the demand for suitable tests that issue an internationally recognized certificate. For this reason, the Business German International (PWD) exam was developed in the 1980s. As part of a revision carried out between 1998 and 2000, the examination tasks and content were adapted to current needs. This manual is intended to familiarize you with the linguistic requirements, the technical content and the procedure of the new examination. This manual is aimed at four groups of readers: examiners 1) who are commissioned with the approval of the PWD, test designers and textbook authors who design examination tasks in the format of the examination, course planners who set up language courses for business German, teachers who are part of a course Prepare for the Business German International exam, a professional public who wants to find out about the content and level of the exam. Here you can find all information about the type, goal and participation requirements of the exam. For course planners, this part provides a differentiated description of the exam participants. For the end users of the examination, i.e. in particular employers in Germany and abroad, the requirements in the individual skills and the required linguistic ability are outlined on the basis of the reference framework of the Council of Europe. This part offers a catalog of the subject matter and thus limits the entire area of ​​business German to the core relevant for the target group. He explains the model of competence on which the examination is based as a global goal. This part provides information about the scope and structure of the four components, details of the task, text types and sources, examination objectives, assessment and weighting. In the examination parts 1) For stylistic reasons and reasons of space economy, the (masculine) plural form is used. When speaking of participants, candidates, examiners and colleagues, it goes without saying that this also means participants, examiners and colleagues. page 4

7 Written expression and listening comprehension, task 3, is shown with a candidate example which performance is expected. Information and seminar events Project consultants and staff The manual serves as the basis for seminars on examiner training. It is part of a modular system, which also includes: model set, examination regulations, implementation regulations, training material for examiners. These materials can be used for training and further education. On the one hand, they provide a basis for those colleagues who already have experience with this test. On the other hand, they are intended to help colleagues who want to familiarize themselves with the content of the exam. The present material is also suitable for presentation to a specialist audience or as initial information for interested parties. Sabine Dinsel, Munich, project assistant exam development; Volker Eismann, Paris, author of the textbook Business Communication German, Langenscheidt; Dieter Wessels, Bochum, test designer; Konrad Wille, Munich, head of the textbook project Business Communication German at the Goethe-Institut. For the assessment of the model test: Anneliese Fearns, Konstanz; Dietmar Krafft, University of Münster; Rudolf Mayländer, Göppingen; Hartmut Karottki, Goethe-Institut Chicago. The following teachers at home and abroad took part in testing the examination model: Kay Janke, Goethe-Institut Düsseldorf; Hans-J. Oehlert, Goethe Institute Freiburg; Ursula Stoiber, Adult Education Center Munich; Christine Jansen, Goethe Institute Amsterdam; Christina Cramer, Goethe Institute Genoa; Marion Tardy-Riechers, Goethe-Institut Brussels; Michael Assel, Goethe Institute Madrid; Beatrix Hippchen, Goethe Institute Barcelona; Helga Duhem, Goethe-Institut Paris; Helena Campbell, Goethe Institute Rotterdam; Ingeborg Henderson, University of California, Davis; Katrin Kunze, International Business School, Budapest; Dr. Gabor Köpeczi-Naby, Tatabanya, Maria Komaromi, Budapest; Irene Pakozdi Gona, Budapest; Györgyi Szalay, Budapest; Irene Posmykiewicz, Goethe Institute Warsaw; Irene Girot, Lausanne. The technical part 2 of this manual draws on basic work that Anneliese Fearns has put together in a joint project between the Goethe Institute and the Konstanz University of Applied Sciences. Munich, May 2000 Dieter Klause Gabriele Kniffka Michaela Perlmann-Balme Page 5

8 Part 1: Business German International Examination at a Glance 1 Responsible for the exam The Business German International exam was developed in cooperation between the Goethe-Institut, the German Industry and Commerce Conference (DIHT) and the Carl Duisberg Centers (CDC) and is run by these three institutions published. The German Industry and Commerce Day (DIHT) is the central organization of the 82 German Chambers of Industry and Commerce. It represents three million companies, making it the largest German business organization. The DIHT also looks after a global network of over 80 German chambers of commerce abroad and German business offices that promote foreign trade and investment. In this context, the training and further education of specialists and managers is an important task of the chambers of commerce abroad. Carl Duisberg Centren Gemeinnützige GmbH (CDC) is a partner to German and foreign customers for international personnel development. It offers German and foreign language courses, language trips, technical training as well as university programs and study tours. In their language course centers in Cologne, Dortmund, Mannheim, Berlin, Hanover, Munich, Radolfzell and Saarbrücken, foreign specialists and executives in particular learn the German language in a practical and needs-based manner before they begin further training or professional activity in Germany. CDC is one of the leading providers, especially in the area of ​​specialist German teaching (e.g. business, technology, environmental management). The Goethe-Institut e.v. is a global organization that promotes the maintenance of the German language and international cultural cooperation on behalf of the Federal Republic of Germany. 127 cultural institutes in 75 countries run cultural programs, give language lessons, support teachers, universities and authorities in promoting the German language and provide up-to-date information about Germany. The 15 institutes in Germany convey the German language and culture to guests around the world. The Goethe-Institut offers seven internationally recognized language certificates. These are known and valued by employers and public institutions. page 6

9 GOETHE INSTITUT Exams of the Goethe Institute Large German Language Diploma (GDS) Small German Language Diploma (KDS) Central Upper Level Examination (ZOP) Central Intermediate Level Examination (ZMP) Certificate German (ZD) Basic Level Intermediate Level Upper Level C 2 C 1 B 2 B 1 A 2 A 1 Business German International Examination (PWD) Certificate German for Business (ZDfB) General Language Business Language The PWD is one of the two professional language modules in the internationally recognized language tests offered by the Goethe Institute. The definition of the language level of the new PWD is based on the level descriptions of the Council of Europe and the Association of Language Testers in Europe (ALTE), of which the Goethe-Institut is a founding member (see also p. 11). The revision of the PWD was based on the quality criteria of the ALTE and considered in the following way: Selection of examination materials The test committee formed by the three sponsors is responsible for the selection of the test materials. The selection is made on the basis of the specifications laid down in Part 3 of this manual on the skills to be tested, linguistic complexity, technical content, etc. Authentic texts from the specialist press and from operational practice are used as material for the examination tasks. The selection is made on the one hand according to level-specific language actions in accordance with the reference framework of the Council of Europe, on the other hand according to target group-specific target activities. Page 7

10 Creation of examination tasks Correction and assessment Qualification of the examiners Examination results Security and data protection This task is the responsibility of experienced test designers. Examination materials are tested under examination conditions in language courses at Goethe Institutes and Carl Duisberg Centers in Germany before they are used. The results of these test runs are evaluated and analyzed. The written examination papers are carried out locally, i. H. Corrected at the respective examination center and assessed independently of one another by two examiners on the basis of uniform criteria. The oral examination is assessed independently by at least two examiners. One of the examiners in the oral exam is a professional from the business world. In particular, it assesses the technical appropriateness. As the second examiner, an experienced language teacher primarily evaluates the linguistic performance of the test participants. The language teachers are trained for this task with training materials specially developed for this purpose. Exam results are awarded within 60 days of the written exam in the form of points and grades (very good, good, satisfactory, sufficient). After the exam, the results are communicated and confirmed to the participants in the form of a certificate. The institutions entrusted with the execution of the examination guarantee the proper execution of the examination, the confidentiality of the examination materials and data protection. page 8

11 2 Information for interested parties Type of examination Aim of the examination Prerequisites for participation Examination parts and duration The International Business German examination is a central assessment test. It is carried out worldwide according to uniform standards and is valued by employers in many countries as proof of proficiency in German at a very advanced level. In the Business German International exam, the test participants demonstrate that they can use the German language confidently and differently in the context of their professional activity and the professional environment, both spoken and written. In particular, they show that they are able to receptively and productively process a wide range of linguistically complex and technically demanding authentic oral and written texts from the economic context, and to deal with professional and economic issues in the German language correctly, appropriately and in a differentiated manner to express that the business correspondence should be handled in an appropriate manner. The exam is open to anyone who does not speak German as their mother tongue. It can be taken for the first time at the age of 18. Participation in the exam is not tied to attending a specific course. The International Business German exam consists of a written exam in three parts and an oral exam in the form of an individual exam. Component Minutes Points Weighting Reading Comprehension% Listening Comprehension% Written Expression% Oral Communication% Page 9

12 Passing the exam and grades A maximum of 100 points are awarded for each part of the exam. At least 50% of this must be achieved in order to pass a part of the examination. The examination is passed if at least the grade sufficient, i.e. at least 50 points, has been achieved in each part of the examination. Points 100 to 92 under 92 to 81 under 81 to 67 under 67 to 50 under 50 Rating very good good satisfactory sufficient failed If the examination is not passed, the examination participant receives a corresponding written notification from the examination center. A failed exam can be repeated twice. If only the oral examination is not passed, it can be repeated once within one year, with recognition of the written examination results. Certificates Examination locations Exam dates Registration for the exam If the exam participant has passed the entire exam, he receives a certificate in which the results of the individual exams and an overall result are listed. On the back of the certificate there is an explanation of the examination results in the respective national language. The International Business German exam is currently being held in around 30 countries at various institutions. Abroad, the exam can be taken at chambers of commerce abroad, Goethe Institutes or Carl Duisberg Centers, as well as at institutions that have an examination license. In Germany, it can be taken at Goethe Institutes, Carl Duisberg Centers and institutions that have an examination license. The written exam takes place abroad twice a year on the second Saturday in May and November. The oral exam takes place four weeks after the written exam. In Germany, the exam takes place as required. As a rule, it can be taken at the end of an intensive course. Exam applicants should contact the nearest examination center. The examination center sets the deadlines for registration as well as the locally applicable examination fee, which is to be paid upon registration. Page 10

13 3 Linguistic level 3.1 Levels of the Council of Europe The Common European Framework of Reference 2) of the Council of Europe with its six-level division of foreign language competence serves as the reference framework for determining the linguistic level of the International Business German exam. The second frame of reference is the five-point scale developed by the Association of Language Testers in Europe (ALTE). The International Business German exam is an exam at a very advanced language level with a corresponding technical focus. It is at the upper end of the Council of Europe level C1 or at the upper end of the ALTE level 4. A Basic User B Independent User C Proficient User A1 A2 B1 Contact threshold B2 C1 C2 ALTE Break through OLD level 1 OLD level 2 OLD level 3 certificate German for Business ALTE Level 4 International Business German Examination ALTE Level 5 The target group for the International Business German exam is basically the same as the Certificate German for Business (ZDfB) exam. However, the PWD is located above the ZDfB both in terms of technical language content and in terms of the expected linguistic performance. While the ZDfB is limited to standard professional situations and routine activities, the PWD is based on complex professional situations and activities. With the PWD certificate, participants prove that they can use the German language flexibly and effectively in professional situations. The PWD graduate has a wide range of linguistic resources from which he can choose an appropriate formulation in order to express himself clearly and differently. 2) Council of Europe, Modern Languages: learning, teaching, assessment. A Common European Framework of Reference.Strasbourg: Council of Europe. There is currently no German translation of the terms for the level designation. Page 11

3.2 Competency description of the four skills 3) Production: Speaking Production: Writing In relation to the four skills, the degree of language proficiency can be described as follows: In a professional context, the test participant can: speak fluently and spontaneously in accordance with the intention and the situation. Actively participate in in-depth discussions on most work-related topics. Participate in a discussion, even if the subject is unfamiliar. Develop a point under discussion fluently and without outside help and discuss it in detail and respond well to objections. argue convincingly, react to questions and comments and respond to complex counter-arguments fluently, spontaneously and appropriately. give clear, precise, well-structured verbal presentations of complex issues, whereby individual points are developed, views / statements are substantiated, justified and substantiated with examples and conclusions are drawn. Clearly present a problem or issue, citing reasons or consequences, weighing up the advantages and disadvantages of various proposed solutions. choose a suitable phrase from an immediately available spectrum of means of discourse in order to initiate his utterances in an appropriate manner when he wants to take or keep the floor. ask questions to ensure understanding and to gain clarity on dubious points. In a professional context, the test participant can: write clear, well-structured texts highlighting relevant points of view, make statements, support arguments, substantiate them with reasons and relevant examples and come to appropriate conclusions. Express yourself clearly and precisely in business correspondence and respond flexibly and effectively to the addressee. 3) The ALTE questionnaire on your language skills, Part B: Work (1998) and the framework of the Council of Europe were used. page 12

15 Reception: Reading Reception: Listening In a professional context, the test participant can: understand a wide range of texts from the professional environment with complex linguistic and content-related complexities, regardless of whether or not they fall within his or her area of ​​expertise, and identify details as well as explicit and implicit expressions of opinion. Skim long texts and pinpoint relevant details. understand business correspondence by the occasional use of a dictionary. In the course of their professional activity, the candidate can: Understand a wide range of linguistic and complex texts, including colloquial usage forms, and can identify details and the underlying attitudes and relationships between speakers. follow most lectures, conversations, and debates with relative ease. follow complex interactions between interlocutors in group discussions, even if the topic is unknown. understand a wide range of idiomatic expressions and phrases and correctly assess the register changes. Longer statements follow, even if they are not clearly structured and relationships between the communication partners are only signaled implicitly and not explicitly. Page 13

16 4 Exam participants 4.1 Learner profiles The PWD is aimed at adults who want to use German in the context of their current or future professional activity and in the professional environment, regardless of the industry in which they work. Depending on the type and extent of the professional knowledge brought with them, the target group can be heterogeneous. Two main target groups can be distinguished: participants with practical experience, participants without practical experience in a company. Samples from 1998 showed that the majority of participants without practical experience attend preparatory courses for the PWD. 4) Due to this composition of the target group, the exam offers scenarios or situations that can be worked on by both participants with and without practical experience. In addition to generally understandable texts for internal communication, publicly accessible newspaper texts are also used. The PWD exam participants can be divided into three groups with different learning objectives: Employed people These are mostly participants with practical experience in industrial, commercial and service companies. As a rule, they are employees of companies that have economic relationships with the German-speaking market, or of companies that are subsidiaries of German companies. This group also includes self-employed representatives and management consultants, representatives of a local company in Germany such as Sales representative. Specifically, these are specialists and executives, ie employees at the lower and middle management levels who work in all departments and perform different functions there, clerks 5) who have contact with customers and suppliers, process correspondence, costs e.g. of business trips, preparing and following up visits to trade fairs, etc., 4) In 1998, 21 Goethe Institutes worldwide (Athens, Barcelona, ​​Bratislava, Brussels, Budapest, Dublin, Istanbul, Copenhagen, Lima, London, Madrid, Milan, Moscow, New York, Paris, Prague, Rio de Janeiro, Sofia, St. Petersburg, Sydney and Warsaw) conducted a survey on PWD. 5) In the German-speaking area, this designation summarizes various job profiles and areas of activity, e.g. Office clerk, foreign language correspondent. Page 14

17 assistants who assist their boss in all areas, are responsible for office communication, hold discussions with business partners, interns who only work temporarily in the company and get to know different departments. Students Teachers 4.2 Contact Zones These are participants with little or no practical experience. You are preparing in your home country or in a German-speaking country for a job in one of the above-mentioned areas of work. They are mainly students at universities, business academies, business schools or similar in the following three fields of study: economic subjects, e.g. Business administration or economics, German or German, engineering, mechanical engineering, electrical engineering, chemistry. These are foreign German teachers who want to specialize in German as the business language in order to meet the need for such courses in their home country. The PWD means an additional qualification for these teachers. The target groups come into contact with German speakers in different professional contact areas. The communication in German can take place: in the home country and thus in the mother tongue environment, in a German-speaking country or environment, in an international environment, for example at an international conference held in a third country. If the communication takes place in a German-speaking country, German can be the contact and working language or, for example, for immigrants who want to stay permanently, the language of integration. The exam offers scenarios or situations that are adequate both in your home country and in German-speaking countries. Page 15

18 German as contact and working language Home country / mother tongue environment e.g. as an employee in a German company or a subsidiary, e.g. BMW branch in Paris. Communication e.g. with German-speaking colleagues and business partners. e.g. as an employee in a local company that has business relationships with companies in German-speaking countries, e.g. a Hungarian software company that acquires orders in the German-speaking market, or a Greek food wholesaler that imports German cheese to Greece. Communication e.g. with German-speaking trade and cooperation partners. International environment, third country e.g. as a participant in an international conference or meeting. Communication e.g. with German-speaking conference participants. German-speaking environment e.g. as a visitor or exhibitor at a trade fair, e.g. the Cebit in Hanover. Communication e.g. with German-speaking exhibitors and visitors, old and new customers, a trade fair management, advertising agencies, the press. e.g. as a skilled worker, intern or trainee, e.g. an Indian software developer during a three-month internship at Siemens. Communication e.g. with German-speaking instructors. e.g. as a representative of a local company in Germany, e.g. an Italian knitwear company in Germany. Communication e.g. with German speaking customers. German as an integration language German-speaking environment e.g. in a German company, e.g. as an American analyst at a German bank, responsible for monitoring the North American market. Communication e.g. with German-speaking colleagues, trainers, superiors, employees, the works council. Page 16

19 4.3 Foreign language requirements in a professional context Which activities have to be carried out by the examination participants in professional practice? To answer this question, it is worth taking a look on the one hand at needs analyzes and on the other at the job profiles of the classic professional groups of PWD participants. Important results can be derived from surveys carried out in various countries by the Goethe Institutes (Ireland, Poland) as well as other institutions such as Deutsche Welle, Carl Duisberg Centers and the German Industry and Trade Day (Central and Eastern Europe, CIS) and identify trends in the content and skills that PWD graduates need in their subsequent professional practice: According to surveys in Ireland (1988) and Poland (1994), knowledge of German is primarily required to establish and maintain contacts with customers and suppliers, in particular when visiting trade fairs and in the form of (telephone) conversations. In 56% of all companies surveyed in Namibia (1993), German-speaking customers are often negotiated in German, and German is often spoken in-house in 44%. According to a survey in the USA (1994), German-American business contacts, especially in the areas of trade, management and marketing, also communicate in German. According to a survey of Finnish companies with branches in Germany (1995), 88.5% of respondents in Germany and 61.5% of respondents in Finland said that they write business letters in German every week. 38.5% of the respondents in Germany and 27.9% of the respondents in Finland write monthly minutes in German, 36.5% of the respondents in Germany write weekly, 24% monthly brochures and press releases in German. In surveys in Central and Eastern Europe and the CIS (1996), oral communication in German was mentioned as particularly important in everyday working life. For 82%, German is very important or important as the language of negotiation, for 71% contact with Germans is very important or important, for 70% presentations in German, for 67% telephoning in German, 48% see an important aspect of trade fair training in German Learning objective. A study in China (1999) showed that German is used particularly in small and medium-sized German companies, and thus in companies that are relatively dependent on the parent company in Germany. In international companies, however, English is the lingua franca. Page 17

20 Changes in foreign language needs Survey results, e.g. those from Ireland show that the need for foreign languages ​​is seen in close connection with export activities to German-speaking countries. In addition, Jürgen Beneke (1995) has recently observed an increasing need for foreign languages ​​beyond the traditional occupational group of import and export salespeople. Globally active corporations, such as in the automotive industry, foreign language communication processes deep into the organization, from top management to accountants and porters, are necessary. Very many people in the economic process, almost all of them, have to be able to communicate about (almost) everything in such a way that they are able to form workable groups or teams who can work constructively with one another and live with one another in a tolerant manner. 6) On the one hand, this has the consequence that the earlier bundling of foreign-language communication with a few specialists is becoming increasingly rare. On the other hand, the number of topics and content that is communicated is increasing. So job profiles are changing. This applies in particular to the classic secretarial function as well as to that of foreign language correspondents. 6) Deutscher Volkshochschulverband, Goethe-Institut (ed.) The Certificate of German for Work. Frankfurt a. M. 1995, p. 14. page 18

21 4.4 Job profiles secretariat and assistant The two target groups of the PWD with the most participants who are already in professional life are on the one hand secretaries and on the other hand clerks and members of the middle management level of a company. Activity profiles for these occupational groups reveal relevant target activities in which the foreign language German is also used on a case-by-case basis. The type and scope of the tasks that the secretary or assistant can take on, of course, depend to a large extent on the position of the superiors, their area of ​​expertise and their willingness to delegate. 7) Oral and written advice to the supervisor, preparation of decisions, supervision of trainees, preparation of employee appraisals, conducting negotiations, maintaining contacts (e.g. looking after visitors, customers, cooperation partners), public relations (organizing events, providing product information). Independent correspondence, creation and evaluation of protocols, information management (file management, evaluation of books and journals, sources, documents, compiling quotations, creating statistics). Processing, lower and middle management level Oral contacts with customers, e.g. as an exhibitor at a trade fair, building and maintaining, presenting products, negotiating, hiring staff, holding interviews and interviews with employees. Handling non-standardized correspondence in writing (e.g. via), drafting speeches and presentations, reports, statements, drafting internal communications, information management (e.g. creating statistics). 7) Assistant 3/1998, printed in Markt 13 / S. 5 page 19

22 Part 2 Examination objectives and requirements 5 Global learning objective: Foreign language ability to act GOETHE INSTITUT Foreign language ability to act Examination Business German Technical competence Technical content of professional or technical language Business is examined in method competence collecting, organizing and conveying information, presentation and structuring techniques, conversation strategies are examined in Social competence The ability to perceive thoughts, feelings and attitudes of communication partners and to communicate in a situation-related and person-related manner is tested in all parts of the examination Reading comprehension, Task 1 4 Oral Communication, Task 2 and 3, Written Expression Oral Communication, Written Expression Language skills are tested in vocabulary grammar Phonetics Reading Comprehension, Task 4 Written Expression, Oral Communication Global learning objective Orientation towards the economy The global learning and examination objective of the PWD is foreign language Ability to act in relation to complex professional situations. With the emphasis on the principle of the ability to act, there is a shift in focus in the examination objectives compared to PWD old. The focus is no longer solely on linguistic competence, i.e. first and foremost knowledge of the relevant German terms. In addition, key qualifications such as Information processing and presentation techniques are checked. The global examination target thus corresponds to the requirements that business experts also place on the content of modern training and on job-related examinations. For example, the Federal Institute for Vocational Education and Training calls for complex and holistic tasks, projects, advice and discussions with customers that are suitable for determining the vocational ability of the trainees in an examination situation 8). The training regulations for travel agency clerks illustrate the paradigm shift from pure specialist training to a holistic one. 8) Cf. BIBB press release under the title Modern examinations for modern professions! from; BIBB (1999) 93 page 20

23 Training concept: The equal claim of professional competence, methodological competence and social competence ends the dominance of professional technical competence. In a communication-intensive apprenticeship such as travel agent, social skills play an important role. 9) This new concept is particularly striking in the Mercedes-Benz training concept: According to this model, action competence as a global learning objective unfolds in the dimensions of technical competence; Methodological skills and social skills. 10) In a language test like the PWD, linguistic competence is added. The following example shows how action-oriented tasks in PWD are based on professional practice.GOETHE INSTITUT Action-oriented tasks Examination Business German Target activity Context Task Company and product presentation Search for a sales partner Situation Visit to a future business partner Stimulus, e.g. Slides with sales figures Competencies Professional competence, e.g. Name sales, social skills, e.g. Courtesy, methodological competence, e.g. Freely present material on the basis of slides Language skills, e.g. We achieve a profit of ... 9) Explanatory notes on the regulation on vocational training as a travel agent, BIBB 1999, S) Mercedes Benz AG, in-company training, head office, a training method - on-the-job training. Page 21

24 5.1 Professional competence In addition to social and methodological competence, professional and subject-related communication also requires competence in the subject, i.e. specialist knowledge and thus technical language skills. PWD participants bring different professional experience and a wide range of, in some cases very different, industry and specialist knowledge with them. In PWD, therefore, specialist knowledge is not based on a specialist subsystem, for example specialist language banking or specialist language finance. What is required is a basic understanding of economic processes, business-related professional contexts and job-related communication intentions. The statements of German managing directors and representatives of small and medium-sized companies in China confirm, firstly, that basic knowledge is sufficient and, secondly, that knowledge of business administration, marketing and management is more relevant and needs-based than knowledge of economics. First of all, there are the basic terms that everyone understands. How is a company structured, what are (the) factors of production, how are production, investment, financing and sales connected, how does a company actually work. (...) So I would make sure, when introducing an employee, (...) that the basis is created for basic economic relationships. It might not necessarily make sense as a German studies student to also specialize in banking or transport. But German studies students should try to get a relatively broad additional business administration education. He will then be tested during the interview, and if he indicates that he actually has an idea of ​​management, then every boss will say that we can also teach (him) that special something. It is important that it first has a basis. You actually have to educate yourself economically from the media. So you have to follow what is happening in the economy. A proper, in-depth economics degree becomes theoretical very quickly. Only 5% of what you have actually learned is needed. 11) 11) Zhao (1999) page 22

25 The test participants should have basic knowledge of the following topics: Marketing Market Market observation, research, position, segments, volume, supply, demand, competition, buyer behavior. Product Product launch, development, planning. Distribution Sales (direct, indirect sales), forms of trade (retail, wholesale), sales intermediaries (travelers, commercial agents), sales branches, foreign agents, franchising, licensees, joint ventures. Contracting order processing (inquiry, offer, order, invoice, terms of delivery and payment, complaint, reminder), international payment transactions, goods traffic; Logistics (storage, packaging, shipping, transport). Communication presentations, trade fairs and exhibitions, advertising (planning, advertising media and media). Management Company organization Legal forms: sole proprietorship, personal companies (OHG, KG), corporations (GmbH, AG), commercial register and company, organizational structures, structure and process organization, function names (group, department, staff, line), matrix, information flow, company cooperation, management principles and -styles, business philosophy, business culture, project management. Personnel Personnel development, application and recruitment: requirement profile, job description, employment contract, training and further education, participation, teamwork, project teams. Accounting, controlling Balance sheet: annual financial statements, profit / loss account. Framework conditions economic geography locations, location factors, regions. National and international organizations Economics, banking and stock exchange, currency. Chambers of Commerce Abroad, Chambers of Commerce and Industry, European Union. Page 23

26 5.2 Methodological competence Collecting and organizing information An equal area alongside technical and social competence is methodological competence. It's about knowing how to do something. This means strategies and methods to manage tasks successfully and economically. Methodological competence comprises the following techniques: 12) Information competence is one of the key qualifications that are relevant in all professions. The prerequisite is the targeted handling of texts. In order to collect information in a targeted manner, the test participants must know that different types of text are structured differently and where and in what form the information they are looking for can be found. Correspondingly less time should be spent on texts that only need to be scanned quickly to extract key messages than on types of text that require careful reading and understanding of details. When organizing the information, the main thing is to make excerpts and key words. On the basis of these excerpts, what has been heard or read should be summarized. When reading or listening to texts, candidates use the following reception strategies appropriate to the type of text. Selective understanding, i.e. the targeted selection of information, facts, and data. The focus is on the ability to quickly find the information you are looking for in a reading text or the targeted filtering of information from an audio text. Participants should differentiate between relevant information and information that is not needed for the solution. Detailed understanding, i.e. the understanding of a text that has been read or heard in almost every detail. Global understanding, i.e. the understanding of the core message of a read or heard text and the essential content points. 12) DIHT 1996, 1 ​​ff page 24

27 Reception Conveying information: Presentation and structuring techniques Discussion strategies Production In a professional context, the candidate can: Read and understand specialist texts of various types and degrees of difficulty. Obtain and understand subject-related information from forms of oral communication. process read and heard information, e.g. in the form of notes or text summaries. This includes the ability to use foils, slides and the like to represent a company. free to present. The exam participants are familiar with visualization techniques in the form of graphics, diagrams, etc. Outline techniques are essential when building a letter. The test participants should demonstrate their ability to plan and structure a linguistic utterance. When evaluating the written text production, clarity is taken into account under the criterion of text structure. The participants should have a range of speaking materials at their disposal that allow them to react flexibly and appropriately to the situation. The mastery of discussion and argumentation techniques plays an essential role. In the oral communication part of the examination, the use of conversational strategies is assessed under the criterion of conversational skills. In a professional context, the test participant can: express himself clearly, fluently and in a well-structured manner, demonstrate knowledge of structural means, use linguistic means that create coherence and cohesion. Use layout and structure in a consistent and helpful manner when setting up and structuring written and oral statements in a professional context. Page 25

28 5.3 Social competence Sociocultural area Intercultural area Social competence describes the ability to perceive the thoughts, feelings and attitudes of communication partners and to be able to communicate in a situation-related and person-related manner. Social competence therefore refers to the knowledge of how communication is successfully practiced. Social skills include the socio-cultural and intercultural areas. Test participants should deal with their communication partners in a rational and responsible manner, recognize strange social behavior and be able to adjust to the other person. Sociocultural competence includes the ability to use language appropriately in relation to different situations, communication partners and places, e.g. through the use of courtesy or appropriate registers when writing letters or talking. In order to cope with the demands that are made in oral and written communication in business life, sensitivity to social conventions, e.g. the use of the correct form of address and greeting is essential. When communicating between people with different thought traditions and cultural conventions, knowledge of otherness is important. Dealing with criticism or information about one's own income, for example, differs from culture to culture. Productive Oral Written Can express what he / she wants to say in a manner appropriate to the situation and the addressee and accept the degree of formality that is appropriate to the respective circumstances. Can make contacts in a professional environment orally using the appropriate form of address and politeness. Can introduce himself appropriately in terms of professional career and previous activity. Can present his / her thoughts in an argumentative conversation with the partner that is appropriate to the situation, respond to counter-arguments, find a solution that is acceptable to both of them. Can establish and develop social contacts in writing, while appropriately highlighting one's own strengths. Page 26

29 5.4 Linguistic competence: vocabulary, grammar Linguistic ability Vocabulary Word formation elements, structures Derivatives Prefixes Participants in the International Business German exam use the structures of German confidently. They have a broad vocabulary that enables them not only to express statements of informative content, but also to express opinions, experiences and feelings in a differentiated manner in a professional context. You are able to use the foreign language adequately according to your personal professional requirements. Texts in which individual less frequent words occur can be made accessible without the help of a dictionary. In written texts, the spelling is correct, apart from a few careless mistakes. The starting point for narrowing down the vocabulary is the list of words for the German certificate for work 13). A further list of technical vocabulary can be found in Desinger e.a. (1999). There is no separate word list for the International Business German exam, as quantitative figuring of general and technical vocabulary, which is required in the PWD, is no longer possible with sufficient precision at this level. Texts at this level have a large number of words that can be derived from already known words and their content. Exam takers are expected to have the necessary strategies and structural knowledge of word formation. The participant should have a good command of the following vocationally relevant word formation elements 14) and structures: Verbs: the increase, the increase, the increase, the growth, the decrease, the decrease, the sales, the distribution, the administration Adjectives: the self-employed, the freelance -, e.g. buy outside, e.g. Foreign trade, e.g. earn, increase main, e.g. Annual general meeting, main department high, e.g. High interest rate policy, boom semi, e.g. Semi-finished product short, medium, long, e.g. shortly after, e.g. Post-processing, e.g. offsetting, e.g. Pre-order 13) This list was created by Prof. Dr. Jürgen Beneke and his team elaborated and can be found in the brochure learning objectives, word list, test model, evaluation criteria (1995) p. 74 ff. 14) see Karbelaschwili (1998) p. 27

30 Suffixes Compounds Functional verb structures Participle constructions Passive and substitute forms Multi-part conjunctions Infinitive constructions -like, e.g. novel, different -able, e.g. deliverable, available, predictable, e.g. solvent, efficient, quorum-friendly, e.g. customer-friendly -free, e.g. free of charge, tax-free, unequivocally-fair, e.g. needs-based-intensive, e.g. labor-intensive, cost-intensive -less, e.g. unemployed, e.g. standard - usual, e.g. customary in the industry, e.g. Freight costs, e.g. Unit costs plant, e.g. Rolling mill essence, e.g. Accounting stuff, e.g. Financing tool, e.g. Foreign trade finance air-cooled, functional, hostile to business e.g. come into use, the sum amounts to, offer a guarantee, achieve implementation, make demands, make decisions, consider participle I: e.g. increasing order book; ... we have received with thanks. Participle II: e.g. the advertised position, learned / studied / doctorate / managerial (+ profession), long-established / established / tradition-bound company / compared to the EU ... / weakened by the high dollar exchange rate ... e.g. The product is manufactured, offered / In the catalog you can see ... / The machine is easy to operate. e.g. as well ... as; the ... the; not only but Also; on the one hand on the other hand; partly, partly e.g. to be able / to be able ... / to have sufficient knowledge to ... to / be ready to ... to ... / instead of ... to ... page 28

31 6 Chains of action Case study 15) In practice, linguistic action usually does not take place selectively, but in chains of action. These are made up of a whole series of sometimes complex linguistic actions. Here is an example from practice. The Greek food wholesaler Haris plans to import German cheese to Greece. He and his wife studied in Germany and speak good German. They get the addresses of the cheese manufacturers they know from the Athens Chamber of Commerce, contact them by letter and, after a short correspondence, are invited by the Quark company for an information visit to Tupfing. The successful business trip is about the two companies, their products, their market position, their marketing, plans and concepts, opportunities and risks. A rough concept for the German cheese producer's entry into the Greek market is drawn up, and a return visit to Athens is planned. This time it is about the exchange of information regarding the Greek food market and marketing considerations including price calculation. At the end of the business visit, the decision to work together is made. Agreements are made regarding assortment, quality and quantity, terms of payment and delivery, marketing projects, deadlines, area protection, profit sharing, liability. The links in this chain of action: preparing for decision-making, establishing contact, exchanging information between potential partners, information about potential business partners, negotiating mutual services, including terms and conditions, can also be part of other chains of action. Negotiations about reciprocal services are also part of the second chain of actions shown here, which deals with the processing of orders. Examples of phases in action chains 16) in the International Business German Examination Listening Comprehension Written expression Oral communication Listening to a report sent by telephone, taking notes of important data, summarizing them for a subsequent working meeting. Read an advertisement from the Internet, then write a contact letter. Introduce yourself as part of a business visit, present your company, discuss an offer. 15) see Fearns (1998) S) In the context of an examination, such complex chains of action can only be partially mapped for technical reasons and for reasons of the variety of tasks. Page 29

32 Action chain: Bring German products onto the domestic market Action chain: process an order Decision-making: collect and evaluate information about offers from individual manufacturers, their market position, image, etc. Making a decision Establishing contact: planning and carrying out a business trip Exchange of information between potential partners: obtaining and inquiring about information about potential business partners and their objectives; Information about yourself as a sales partner and your own objectives are provided in negotiations about mutual services: commission or participation for sales partners, reporting, responsibilities in the respective companies, joint actions by both partners, e.g.Advertising, training, delivery and payment terms evaluate and process an incoming request: check delivery capability, create an offer, negotiate an offer: negotiate delivery terms, costs for packaging and transport, payment terms and delivery times, obligations and rights of the contractual partners, explain a new offer, submit the order receive and confirm the order process make a decision make a decision record the terms and conditions: carry out business trips, write and read reports, do business page 30

33 7 Target Activities GOETHE INSTITUT Target Activities Examination of Business German Collect, organize and convey information from publicly available or internal company texts Reading / listening Writing / speaking Correspondence dealing with faxes, letters, memos, electronic mail Reading / writing Understanding company and product presentations Giving reading / listening Speaking Evaluating reports, minutes, summarizing Reading / listening Writing / speaking Conversations, discussions, negotiations Conducting speaking 7.1 Information. 16) Information literacy Working methodology and communication skills Presentation techniques Use information sources and media (especially Internet and print media); Assess the seriousness of the sources; Read rationally, excerpt what you have read, take notes on what you have heard. Conducting intercultural discussions and communicating politely, conducting conflict resolution discussions, summarizing what has been heard and read in your own words, organizing and structuring presentation materials, using the media, and presenting them skillfully. 16) Knobbe et al. (1999) p. 15 p. 31

34 receptive reproductive productive In a professional context, the test participant can: Use information sources and media (especially the Internet and print media), evaluate press and industry reports. Read rationally, i.e. skim through long and complex texts and localize relevant details. understand most of the articles he / she deals with in his / her professional field, including those that are expressed in complex language. accept and forward most communications that arise during a normal working day. Make records while e.g. a customer speaks. verbal communications e.g. Systematically take notes on the phone in key words. Have conversations with people from other cultures, introducing yourself and maintaining polite manners. adequately convey detailed company, person, product and market-related information. Summarize information received in German for someone in their native language. 7.2 Correspondence receptive productive In a professional context, the test participant can: non-everyday letters, faxes, electronic mail, etc., including letters with a technical reference, e.g. Understand and evaluate those that affect legal processes. Express yourself clearly and precisely in business correspondence and respond flexibly and effectively to the addressee. write most business communication letters. 7.3 Company and product presentations receptively productive In a professional context, the test participant can: evaluate publicly accessible or company-internal texts in which a company is presented. present a company using key data and figures, naming the key data, explaining and evaluating company data. Organize and structure presentation materials. skillfully present the interpretation of results. Explain curves, diagrams, tables. Page 32

35 7.4 Reports, minutes receptive, reproductive, productive In a professional context, the test participant can: Evaluate minutes, interview results and reports. evaluate a report in the form of notes and use it to prepare your own report. report on a conversation and record (interim) results of this conversation in writing. Explain and summarize points of a heard report in your own words. 7.5 Conversations, discussions, negotiations receptively productive In a professional context, the test participant can: Follow internal company meetings and negotiations with business partners, only occasionally needs more detailed explanations. Conducting contact and coordination discussions with business partners in a result-oriented manner. Formulate your own speeches in discussions and meetings and respond skillfully to the contributions of other speakers. Successfully expressing one's opinion in negotiations and, if necessary, justifying the need for services and explaining needs in detail. do not always use the appropriate technical term, but ask questions to ensure understanding and use avoidance strategies to compensate for weaknesses. Express yourself fluently and spontaneously in oral communication, almost effortlessly. Only a conceptually difficult topic can hinder his natural pace of speech. Vary the intonation and place the sentence accent in such a way that variations in meaning are expressed. Page 33

36 8 Means of expression in professional situations 8.1 Introducing yourself. Name your position in the company. Describe your own area of ​​work and responsibility. May I introduce myself? ... (name). Will you allow me to introduce myself? ... is my name. Oh, I'm sorry, I haven't even introduced myself ... is my name. I think we don't know each other yet? I am ... a qualified / graduated / doctorate / manager (+ profession / position) I am responsible / responsible / am responsible for ... / have ... to do My job has something to do with ... / consists in the fact that ... / the main focus of my work is ... / it is part of my tasks ... / I can make independent decisions in the following areas / act on my own responsibility My immediate superior is Mr. ... / Ms. ... I have sufficient knowledge to ... For this job you primarily need ... I have extensive / (not yet) experience in ... / with a formal letter Salutation Date Subject Treatment note Common abbreviations Dear Sir or Madam, Very Dear Ms. ... Dear Mr. ... Munich, (den) Your job advertisement in the FAZ dated ... Your advertisement dated for the attention of / urgent / confidential / private etc. z.hd. (for your attention), VAT (value added tax) according to (according to) e.g. (for example) BLZ (bank code) see above (see above) i.e. (that is) generally (on behalf of) (partly) approx. (approximately) cf. (compare) b.w. (please turn over) P.S. (Post Scriptum) possibly (possibly) etc. (and so on) Fa. (Company) d. M. (of the month) Dept. (Department) KW (calendar week) currently (currently) MfG (with best regards) page 34

37 Relation to the attachment for something to say thanks Steps for further contact maintenance Agree on appointments and deadlines Closing of letters Greetings We refer to your letter from ... We were very pleased about your letter from .... I hereby apply for the position advertised in ... ... Attached you will find ... We thank you for ... Thank you very much for we have received with thanks. For further information we are at your disposal. If you have any further questions, please contact Ms / Mr ... I would like to discuss further details with ... personally. I am at your disposal at any time for further questions / queries. Please contact ... Please send the documents back to us by ... I would like to make an appointment, and I suggest ... Waiting for your answer, we remain ... We hope for your understanding and remain ... Kind regards Kind regards after company presentation Legal form Location Age Number of employees The legal form of this company corresponds roughly to the German ... (German legal form: OHG, GmbH, GmbH & Co. KG, KG, AG) Our company is based in ... Our headquarters / parent company / Our subsidiaries We are a nationwide / global company ... is represented in over ... countries / .. has branches in ... countries Our company was founded in the 19th century. We are a long-established / established / tradition-bound company. The company has (over / to / approximately / approximately / in total) ... employees. We employ ... people. Our employees are located all over the world. We want to launch this product on the market next month. Page 35

38 Market position Being able to maintain sales in the market / be competitive in the market / withstand the strong competitive pressure / expand the market position achieved / enter a growth market / increasing order situation / good earnings position / above-average return years of experience / a company is expanding into the ... market / to ... (country) / overcoming crises / making investments We achieve / generate a profit of ... The profit has (almost) remained unchanged / remained constant / has not / hardly changed. The annual turnover in 1999 was ... / is above the average of comparable companies / has increased / increased / has increased by ... This division has a growth / an increase / an increase / an increase of ...%. The stock market value of the company has developed well / bad / up / down / mediocre / halved / doubled / tripled / quadrupled / has increased / decreased from (above / below) ... to ... The order situation is compared to ... (year) / compared to the previous year / increasing / has increased / decreased by (almost / well / above / below / at least / at most) ... The decrease in orders of .. percent compared to ... (year ) / the previous year ... product This company develops ... / manufactures ... / specializes in ... The focus of the range on ... The offer includes ... / We focus our offer on ... out. / The breadth of the offer ... An expansion of the offer is planned / has been carried out. The product range includes ... These are products of medium / high quality / of the lower / middle / upper price segment / high / low-priced products 8.4 Order talks Offer Order prices and conditions clarify an offer / create / write / formulate / submit / an offer submit / submit / explain / agree on / revoke / negotiate / compare the special needs of the customer / meet the needs hand over samples for testing make / agree on a contract conclude an (urgent) order place / accept / confirm / check / plan / process / clarify offer / negotiate / negotiate terms and conditions The costs for transport / transport / storage are borne by ... tightly calculated prices The price is around / under / over ... / is good / exactly ... / moves at ... / page 36

39 amounts to ... Request a price reduction / price reduction Pass on price ranges / price information The price-performance ratio is not right. From which order quantity / which order value is there a discount? Unfortunately, the high quality demands that we place on our products do not allow us to offer a price reduction. Due to the high demand ... take advantage of a discount / discount for payment within ... days of the invoice date discuss terms of delivery and payment deliver the goods ordered have something in stock / be in stock deliveries while stocks last Subject to delivery date / after Agreement (expected) delivery date: In the ... calendar week (KW) / on ... / in approx ... Delivery time: weeks after receipt of order. The delivery date is to be met / feasible / difficult / impossible. cash / in advance / on a payment date / on delivery / cash on delivery / within ... days / in ... installments. issue a bill of exchange / make a down payment / buy in installments / give a customer a loan 8.5 Conversation strategies 17) ask for the floor Sorry, I would like to say something: ... I would like to say the following (on this point): .. make sure that the person you were talking to has been understood correctly ask I am not sure whether I have understood you correctly, would you please explain that again. Did I understand you correctly? If I understand you correctly, you mean ... is that correct? You just said: ... Would you please explain that! What exactly do you understand by the term ...? It is not yet clear to me what you mean when you say ... May I ask a few questions: ... May I ask a question (directly) about this: ... A short question, please: ... Sorry Please, if I interrupt you; ... 17) see Small Lexicon of Conversation Strategies, in: Volker Eismann, Wirtschaftskommunikation Deutsch, Munich 2000, p. 171 ff., P. 37

40 interrupt a conversation partner defend yourself against an interruption agree May I stop here for a moment: ... May I finish this, please. One moment please, may I finish this. One moment please, I'll be ready in a minute. Please give me a few more minutes. I totally agree! I fully share your opinion. I can only fully agree with that. Report doubts I'm not so sure whether ... I still have a few doubts: ... On the one hand, yes, on the other hand: ... politely contradict I am not at all sure: ... I'm sorry, but I do see it a little differently. Well, I can't agree with that. I already see a problem: ... massive contradicting supplement / differentiating something particularly emphasizing on a conversation partner / referring to what has been said before I'm sorry, but I see it very differently. That doesn't convince me. I have to contradict you: ... It looks different for me: ... I would like to add something to this: ... I would like to add the following: ... I think we have to distinguish between two things :. .. I would like to explain this in more detail. That seems too little differentiated to me. I think the following is very important ... I think this point is very important. It seems to me particularly important ... I would like to underline what ... just said: ... The most important thing for me is the following: ... I would like to elaborate on a point that I find particularly important is. May I come back to what you said earlier: ... I would like to go back to something you said earlier: ... We said the other day / earlier ... said this: ... Me want to correct something. I said earlier ... I was wrong there- Page 38

41 correcting oneself to another point referring to a source a suggestion for the procedure making a somewhat longer contribution to the conversation closing the conversation asking for the opinion expressed in an understandable way. I mean this: ... I may not have made myself clear. What I mean is the following: ... I actually wanted to say the following: ... I would like to rephrase it again: ... May I put something right: ... I have another point entirely. I would like to address another point: ... May I come back to something else: ... I quote: ... Here, in the letter from ... it says: ... I refer to the note from the conversation. .. I think we won't get any further this way. I propose the following: ... I mean, we have hit a dead end. I would have the following suggestion: ... Perhaps we should first clarify ... I would like to say a few things on the subject ...: ... I want to say something about the following points: ... I will start with ... I will come then to ... I want to go into a little more detail about ... I want to deal with very briefly ... Finally I want to ... That brings us to the end. In conclusion, one can say that ... Actually, I would like to close here. Do you have anymore questions? I want to think about it all again in peace. You will hear from me then. I will let you know shortly. I would like to ask for some time to think it over. As a specialist, what do you think of this? May I ask what you think of that? I would be interested to know what your view is. The investigation has shown that ... Page 39

42 Introducing expressions of opinion Expressing an opinion Expressing conviction Reacting to negotiating partner: agreeing reacting to negotiating partner: restricting each other We see it this way at the moment: ... In any case, we assume that ... We are of the opinion that ... I take the view that ... In my opinion ... As far as I can tell ... If I'm not mistaken ... As far as I know ... No doubt ... / No doubt / It exists no doubt that ... It is obvious that ... I am convinced / have come to believe that ... That convinces me. Maybe you could even ... I fully share your opinion. As for ..., I totally agree with you. That corresponds (largely / completely / exactly / not completely) to our ideas. In my opinion this has the advantage ... In my opinion this has the disadvantage ... Should one not bear in mind that ... I consider it problematic ... / necessary ... It seems questionable to me, whether ... I have doubts ... On the one hand, yes, on the other hand ... We are accommodating you by ... I am ready to make some concessions here. Can we agree on this proposal? I agree with this suggestion. Could we agree as follows: ... page 40

43 Part 3 Examination Forms and Contents 9 Reading Comprehension GOETHE INSTITUT Reading Comprehension Examination Business German Time: 75 minutes Sub-test Examination objective Text source Task type Items 1 Selective extracting of information Press text Company portrait z. B. Goals, products, markets, business results Write notes 10 2 Extract detailed information from the press text Trends & Topics z. B. new form of annual reports, quality management tick right-wrong 10 3 Extraction of main information Company text within the company z. B. Protocol, memo, memo Assignment 5 4 Use of technical vocabulary in the context of company text customer-oriented z. B. Brochure, advertising material Tick multiple-choice question 10 Scope and structure of the task Examination objective It is a 75-minute examination with four subtests. The level of difficulty of subtests 1 to 4 is increasing. The order in which the subtests are processed is up to the exam participants. Each subtest consists of an authentic text. All reading texts taken together, excluding instruction and task texts, comprise around 1000 words. There are 35 tasks to be solved. The work instructions for the subtests each sketch a realistic situation from the professional context, e.g. a conference. Tasks that are based on reality are to be processed, e.g. the targeted reading of a log. In order to cope with the tasks of reading comprehension, on the one hand technical competence, on the other hand method competence, e.g. the correct handling of the text type protocol is necessary. Depending on the task and type of text, a different reading style is required: selective or targeted reading in order to find certain information is checked in subtests 1 and 3. Detailed or intensive reading, in which all central statements are to be recorded, is checked in subtest 2. Subtest 4 checks the competence in the area on page 41

44 vocabulary. This is about the appropriate and syntactically correct text completion. In the individual subtests, the work instructions indicate which reading style is to be used. Text types and sources Assessment Weighting The reading comprehension part of the examination offers text types that typically appear in everyday professional life. The subtests 1 and 2 use texts from daily newspapers, magazines, brochures and press releases that present economic topics in journalistic and therefore generally understandable language. Sub-tests 3 and 4, on the other hand, are based on authentic company-internal texts that are used in the context of communication within and between companies. The authors of these texts are company employees. The source of the text is given for better orientation of the participants. The maximum number of points for subtests 1, 2 and 3 is 20 points each, for subtest 4 it is 40 points. The examination results are assessed by two trained examiners. Each correct solution is assessed with one point, all points achieved are added and multiplied by two for subtests 1 and 2, and by four for subtests 3 and 4. Errors in spelling and grammar are not assessed in subtest 1, there is only no point for notes that are absolutely misaligned. A maximum of 100 points can be achieved in the reading comprehension section. This part of the exam thus contributes 25% to the overall result of the exam. Page 42

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