Förderung der Schreibkompetenz im DaF-Unterricht. Ein textsortenorientierter Ausblick für universitäre Vorbereitungsklassen

This dissertation examines the effectiveness of training based on text linguistics and writing process models for fostering writing competence in the field of German as a Foreign Language. The aim of the study is to identify structural and functional differences between argumentative texts written in the first language (Turkish) and in the target language (German), as well as to analyze the impact of targeted writing training on learners' genre knowledge and writing performance. For this purpose, five students at the Turkish-German University wrote texts in Turkish before the training and texts in German after the training. These were comparatively analyzed from a text-linguistic perspective. In addition, guideline-based interviews were conducted to capture learners' subjective perceptions of the writing process. The results indicate that genre-oriented writing training can enable learners to produce structured and audience-appropriate texts in the foreign language that better meet the requirements of academic writing.