In der Fremdsprachenerwerbsforschung wird die Bedeutungsaushandlung in der pädagogischen Interaktion als ein wichtiger Teil des Lernprozesses betrachtet. In den letzten Jahren wird auch die lernfördernde Rolle der Formaushandlung hervorgehoben. Mündliche Fehlerkorrekturen kommen im Fremdsprachenunterricht häufig vor und werden meist von der Lehrkraft initiiert. Da solche Korrekturen oft der Ausgangspunkt für sowohl Bedeutungs- als auch Formaushandlungen sind, wird angenommen, dass die Auffassungen von Fremdsprachenlehrenden über das mündliche Korrekturverhalten einen wichtigen Einfluss auf die Gestaltung der Unterrichtsgespräche und somit auch auf den Erwerb der Fremdsprache ihrer Lernenden haben können.

Particularly during the past two decades education systems have been confronted by globalisation and internationalisation, resulting diversification and integration of foreign and trading relations, increasingly multicultural societies, rapidly advancing technological developments and the dominance of the English language internationally as the language of international trade, and political and cultural communication. These changes have led to a process of ongoing restructuring in education internationally, the 'marketisation' of the education system and the determination of academic programmes according to the principle of consumer demand. This article summarises the key innovations that have occurred within the Germanistik or German Studies discipline in five Asian-Pacific countries in response to these changing national and international parameters. It is intended to contribute to the international debate about the future structure and development of the discipline.

Based on the experience that today's students find it more difficult than students of previous decades to relate to literature and appreciate its high cultural value, this paper argues that too little is known about the actual teaching and learning processes which take place in literature courses and that, in order to ensure the survival of literary studies in German curricula, future research needs to elucidate for students, the wider public and, most importantly, educational policy makers, why the study of literature should continue to have an important place in modern language curricula. Contending that students' willingness to engage with literature will, in the future, depend to a great extent on the use of imaginative methodology on the part of the teacher, we give a detailed account of an action research project carried out at University College Cork from October to December 2002 which set out to explore the potential of a drama in education approach to the teaching and learning of foreign language literature. We give concrete examples of how this approach works in practice, situate our approach within the subject debate surrounding Drama and the Language Arts and evaluate in detail the learning processes which are typical of performance-based literature learning. Based on converging evidence from different data sources and overall very positive feedback from students, we conclude by recommending that modern language departments introduce courses which offer a hands-on experience of literature that is different from that encountered in lectures and teacher-directed seminars.

In diesem Artikel wird anhand einiger ausgewählter Bereiche der Textlinguistik demonstriert, wie sich im Fremdsprachenunterricht eine Textdidaktik konzipieren ließe, die textlinguistische Prinzipien dort fruchtbar macht, wo sie für die Lernenden einen Mehrwert haben, indem sie den Aufbau einer differenzierten Textkompetenz unterstützen. Dabei wird v.a. auf die Bedeutung textanalytischer und vergleichender Ansätze eingegangen.