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Starting from the role of listening comprehension in foreign language teaching, this paper illustrates the importance of phonological competence in general and prosody in particular in facilitating the auditory decoding process. Subsequently, the new phonological control scale in the companion volume of the CEFR is presented, which, in contrast to the previous scale, also emphasises the suprasegmental aspects of language. These are crucial in the receptive phase to break down the flow of language into smaller units of meaning, which are easier to process in short-term memory and thus support the decoding process. Finally, micro listening exercises are shown, created with authentic material and designed to promote receptive prosodic competence in German as a foreign language. [ABSTRACT FROM AUTHOR]

With increasing migration and mobility, German at the workplace has become an important topic in the field of German as a foreign Language/German as a second language. Vocational language skills can be measured with the help of various tests for the profession. The Goethe-Test PRO: German for professionals (GTP) is one of those tests that provides evidence of vocational language skills. This article first deals with the vocational orientation, the test format and the adaptive test procedure of the GTP. The second part of this paper is devoted to the description of its psychometric quality. Finally, the results are discussed with regard to the relevance of vocational tests for German as a foreign language. [ABSTRACT FROM AUTHOR]

This article deals with current aspects of teaching foreign languages in tertiary education for specific purposes, with reference to new digital technologies, which bring completely new dimensions into the output of foreign-language learning at universities. This paper theoretically and methodologically analyses an effective use of digital media-based teaching and learning methods in acquiring languages for specific purposes, both in classroom and in self-learning. Furthermore, we focus on how digital media can support and develop individual foreign language competences and skills. Finally, a concrete media-supported learning scenario is presented as an illustrative example of the so-called hybrid learning concept. [ABSTRACT FROM AUTHOR]