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Nonformale Bildungsangebote gewinnen aufgrund ihrer vielfältigen Potenziale für nachhaltige Lernerfahrungen in allen Bildungsbereichen zunehmend an Bedeutung. Gerade Museen bieten zahlreiche Möglichkeiten für handlungsorientierten Unterricht, in dem Teilnehmer*innen nicht nur ihre sprachlichen und (inter-)kulturellen Kompetenzen erweitern, sondern Museen auch als Orte der Begegnung und des Austauschs erfahren können. Diese besonderen Möglichkeiten des Museums als Lernort werden zurzeit im Rahmen eines Drittmittelprojekts zwischen dem Sprachenzentrum der Universität Salzburg und dem Salzburg Museum (gefördert vom Land Salzburg und dem Salzburg Museum) genutzt. Das Sprachenzentrum übernimmt die Entwicklung und Gestaltung von Materialien für einen mehrwöchigen Sprachkurs im Salzburg Museum, der die Ausstellung „Salzburg einzigartig“ begleiten wird. Als eigenständige thematische Module wurden außerdem Materialien zu drei bekannten sowie historisch relevanten Orten (Festung, Glockenspiel, Panorama Museum) erstellt. Diese Materialien können von interessierten Gruppen unabhängig von temporären Ausstellungen verwendet werden. Zielgruppe dieser Angebote sind erwachsene und jugendliche Deutschlernende ab dem Sprachniveau A2. Anhand konkreter Aufgabenbeispiele stellen wir in diesem Beitrag die Überlegungen bei der Gestaltung der Materialien dar. Non-formal education is becoming increasingly important due to its diverse potential for sustainable learning experiences in all areas of education. These unique opportunities offered by the museum are particularly well suited for task-oriented learning in which participants not only expand their linguistic and (inter)cultural competences, but can also experience museums as places of encounter and personal exchange. These special possibilities of the museum as a learning environment are currently being used within the framework of a project between the Language Centre of the University of Salzburg and the Salzburg Museum (funded by the state of Salzburg and the Salzburg Museum). The Language Centre is taking on the development and design of materials for a language course at the Salzburg Museum, which will accompany the exhibition "Salzburg Unique". Additionally, materials for three well-known as well as historically relevant places (Fortress, Glockenspiel, Panorama Museum) were also created as independent thematic modules. These materials can be used by interested groups independently of temporary exhibitions. The target group for these materials are adult and young learners of German from language level A2. In this article, we present the considerations in the design of the materials through concrete examples of selected tasks.

[ES] El programa internacional es un programa de la universidad de Karlsruhe de ciencias aplicadas, en el que se ofrecen cursos de diferentes materias. Dado que estudio el grado de mecánica, los cursos escogidos para este semestre son sobre energías renovables ya que creo que el grado de mecánica carece de estas aptitudes, por tanto, los cursos que he estudiado son: "Renewable energy" y "Geathermal Heat and Power" son cursos que me han hecho adquirir los conocimientos necesarios para una correcta comprensión de las energías limpias. También he cursado dos cursos de alemán adquiriendo un nivel A2 al final del semestre, necesario para la vida cotidiana en una ciudad alemana. Finalmente, gracias al curso de ATC (air traffic control) mi comprensión sobre el tráfico aéreo ha subido muchísimo, cualidades que creo muy importantes para mi futuro ya que me gustaría acceder a un máster de aeronáutica. En definitiva el international program me ha permitido aumentar mis habilidades en las brancas que mi grado no disponía., [EN] The international program is a program of the University of Applied Sciences of Karlsruhe, in which some courses are offered of different branches. Because of I study the degree of mechanical engineering, the courses that I choose for this semester are about renewable energy because I think the degree of mechanical engineering lacks these skills, so the courses I have studied are: "Renewable energy" and "Geathermal Heat and Power " these are courses that have made me acquire the knowledge necessary for a proper understanding of mostly all sources energy. I have also completed two courses in German becoming an A2 level at the end of the semester, necessary for everyday life in a German city. Finally, thanks to the course of ATC (air traffic control) my understanding on air traffic has gone up a lot, qualities that I think very important for my future as I would like access to a master of aeronautics. In short, the international program has allowed me to increase my skills in the branches that my grade have not available.

DergiPark: 326322 trakyasobed The aim of this study is to show that beginner students in Turkish universities are able to write creatively though their knowledge of the foreign language is limited. Students will be given a text designed in a computer-assisted project in German writing courses. Students will be asked to develop and finalize a text in the computer environment whose introductory part is give. These texts are sent to the course instructor via e-mail. The instructor underlines the errors in the texts and sends them back to students. Students correct their errors with their classmates. They ask for the help of the instructor whenever they cannot correct an error. This method aims to ensure that students become aware of their errors and learn from errors, to develop text production and eliminate – to an extent – the paralysis experienced throughout the writing process. The samples indicate that students can be creative, and that they are free in planning and word choice Bu çalışma başlangıç düzeyinde olan Türk üniversite öğrencilerinin sınırlı yabancı dil bilgileri ile yaratıcı yazabildiklerini ortaya koymayı amaçlamaktadır. Almanca yazılı anlatım derslerinde uygulanan bilgisayar destekli projede üretilen bir metin türü örneklerle verilecektir. Öğrenciler bilgisayar ortamında başlangıcı verilen bir metni geliştirip sonlandıracaklardır. Üretilen metin e-posta ile öğretim elemanına gönderilmektedir. Öğretim elemanı metnin içindeki yanlışların altını çizip metni eposta ile geri göndermektedir. Öğrenci metnindeki yanlışları arkadaşı ile düzeltmektedir. Öğrenciler düzeltemedikleri yanlışları öğretim elemanına da sormaktadır. Bu yöntem ile öğrencilerin yanlışlarını görüp, yanlışlarından öğrenmelerini sağlamak, metin üretimini desteklemek ve yazma sırasında oluşan çekingenliğin belli bir ölçüde hafifletilmesi amaçlanmaktadır. Verilen örneklere dayanarak öğrencilerin yaratıcı olabildikleri, plan yapma ve kelime seçiminde özgür kalabildikleri söylenebilir