An analysis of communicative competence and language skills in secondary school German textbooks: A comparative study of A1.2 level "Deutsch" and "Menschen"

This study aims to comparatively evaluate two different A1.2-level German textbooks used in 11th-grade classes in Turkish secondary schools, where German is taught as a second foreign language. Within this context, the study analyzes the Deutsch A1.2 textbook, published by the Turkish Ministry of National Education in 2023, and the Menschen A1.2 textbook, published by Hueber Verlag in 2012 and widely used internationally. Both textbooks are examined in line with the Common European Framework of Reference for Languages (CEFR). A qualitative research method was adopted, combining document analysis, content analysis, and comparative evaluation based on application-based performance. Activities in both textbooks were assessed in terms of quantity, type, distribution among skills, integration of multiple competences, communicative function, and authenticity. Additionally, practice-based exams designed according to each textbook were administered to 11th-grade students, and the data obtained were analyzed separately across five skill domains. The Deutsch A1.2 textbook features a simplified structure that aligns with the Ministry of Education's curriculum. Although it includes a balanced focus on the four basic skills, the total number of activities is limited, and tasks that directly target communicative competence are relatively scarce. Most exercises are structured, guided, and controlled. This indicates a progression primarily focused on grammar and vocabulary, rather than on interaction-based learning. In contrast, the Menschen A1.2 textbook stands out with its multi-skill integration, learner-centered design, and interaction-oriented activities. It emphasizes task-based learning, includes authentic dialogues and cultural content, and presents communication in real-world contexts. Transitions between skills occur naturally, encouraging students to use the language functionally and contextually. Results from the implementation exams revealed that students particularly struggled with speaking and communicative competence, showing that the content provided for these skills was insufficient. Although the Menschen textbook performed relatively better in these areas, both books demonstrated certain pedagogical limitations. This study adopts a content- and practice-based multidimensional approach, aiming to provide a scientific foundation for German language teachers in textbook selection and contribute to the development of foreign language teaching materials.