Genre-Oriented Writing Instruction in German as a Foreign Language: Action Research in a University Preparatory Class in Türkiye
DİYALOG. Interkulturelle Zeitschrift für Germanistik, cilt.14, sa.1, ss.231-249, 2026 (TRDizin)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 14 Sayı: 1
- Basım Tarihi: 2026
- Doi Numarası: 10.37583/diyalog.1951656
- Dergi Adı: DİYALOG. Interkulturelle Zeitschrift für Germanistik
- Derginin Tarandığı İndeksler: Central & Eastern European Academic Source (CEEAS), MLA - Modern Language Association Database, TR DİZİN (ULAKBİM), MLA International Bibliography
- Sayfa Sayıları: ss.231-249
- Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
- Trakya Üniversitesi Adresli: Evet
Özet
This article presents a genre-oriented writing training implemented in a German as a Foreign Language course in a university preparatory class at the Turkish-German University. Building on the role of genre competence in academic writing, it outlines a didactic approach that foregrounds the process-oriented teaching of argumentative text structures. The training was implemented within a qualitative action research project at the Turkish-German University and was specifically aligned with the requirements of the writing section of the Test of German as a Foreign Language (TestDaF). To illustrate the impact of the intervention, the paper discusses one learner case. To illustrate the impact of the intervention, the paper discusses one learner case on the basis of three writing samples: a diagnostic baseline text produced in the learner’s first language, a post-training text in German based on the same task, and a final text written in German under test-like conditions. The case indicates improvements particularly in overall text organization and the structuring of arguments. The findings underscore the potential of explicit, genre-based writing instruction to support learners in meeting academic writing demands in preparatory contexts.