Language Courses

If you are a beginner and have no prior knowledge of a language, register for an A1-module.

Level A courses are geared toward students with no (A1) or minimal (A2) knowledge of a particular language. The goal of these courses is to become a basic user in this language. At the end of level A1, students can ...

Speaking

• interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help the student formulate what they are trying to say.
• ask and answer simple questions in areas of immediate need or on very familiar topics.
• produce simple mainly isolated phrases about people and places.

Listening

• recognise familiar words and very basic phrases concerning themselves, their family and immediate concrete surroundings when people speak slowly and clearly.

Reading

• understand familiar names, words and very simple sentences, for example on notices and posters or in catalogues.
• understand very short, simple texts a single phrase at a time, picking up familiar names, words and basic phrases and rereading as required.

Writing

• fill in forms with personal details, for example entering their name, nationality and address on a hotel registration form.
• write about themselves and where they live, using short, simple phrases.

Level A courses are geared toward students with no (A1) or minimal (A1+/A2) knowledge of a particular language. The goal of these courses is to become a basic user in this language. At the end of level A1+, students can ...

Speaking

• interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help the student formulate what they are trying to say.
• ask and answer simple questions and respond to simple statements on very familiar topics (e.g., family, student life), if I can get help.

Listening

• understand people if they speak very slowly and clearly about simple everyday topics.

Reading

• understand very short, simple texts a single phrase at a time, picking up familiar names, words and basic phrases and rereading as required.

Writing

• write in short simple sentences a blog entry or a similar piece of writing introducing oneself with basic information such as family, jobs, hobbies, one’s hometown, etc.

Level A courses are geared toward students with no (A1) or minimal (A1+/A2) knowledge of a particular language. The goal of these courses is to become a basic user in this language. At the end of level A2, students can ...

Speaking

• communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities.
• use a series of phrases and sentences to describe in simple terms their family and other people, living conditions, their educational background and their present or most recent job.
• handle very short social exchanges, even though they cannot usually understand enough to keep the conversation going themselves .

Listening

• understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. very basic personal and family information, shopping, local area, employment).
• catch the main point in short, clear, simple messages and announcements.

Reading

• understand short, simple texts containing familiar vocabulary including international words.

Writing

• write short, simple notes and messages relating to matters in areas of immediate needs.
• write a very simple personal letter, for example thanking someone for something.

Level A courses are geared toward students with no (A1) or minimal A2) knowledge of a particular language. The goal of these courses is to become a basic user in this language. At the end of level A2+, students can ...

Speaking

• ask for and give opinions, agree and disagree, in a simple way.
• handle most everyday situations, e.g. shopping, eating out and checking travel times.
• briefly present a country, a sports team, a band, etc. to listeners.

Listening

• understand enough of what people say to be able to meet immediate needs, provided people speak slowly and clearly.
• generally understand clear, standard speech on familiar matters directed at them, provided they can ask for repetition or reformulation from time to time.
• follow the main points of TV news, if people talk slowly and clearly, if they are familiar with the subject and if the TV pictures help them to understand the story.

Reading

• understand short, simple texts on familiar subjects, which consist of high-frequency, everyday or job-related language.
• understand the main points in short newspaper / magazine stories, especially when they are illustrated.
• understand simple texts, emails and letters from friends or colleagues, for example saying when they should meet for lunch/dinner or asking them to be at work early.

Writing

• write about their everyday life in simple sentences (people, places, job, school, family, hobbies, etc.).
• write very short, basic descriptions of past activities, and personal experiences, for example a recent holiday.

Level B courses are geared toward students with previous knowledge of a particular language. The goal of these courses is to become an independent user in this language. At the end of level B1, students can ...

Speaking

• deal with most situations likely to arise whilst travelling in an area where the language is spoken.
• enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events)
• describe experiences and events, their dreams, hopes and ambitions; can briefly give reasons and explanations for opinions and plans.
• give a prepared straightforward presentation on a familiar topic within his/her field which is clear enough to be followed without difficulty most of the time, and in which the main points are explained with reasonable precision.

Listening

• understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc.
• understand the main point of many radio or TV programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear.

Reading

• understand short, simple texts on familiar subjects, which consist of high-frequency, everyday or job-related language.

Writing

• write short, comprehensible connected texts on familiar subjects.
• write simple texts about experiences or events, for example about a trip, describing my feelings and reactions.

Level B courses are geared toward students with previous knowledge of a particular language. The goal of these courses is to become an independent user in this language. At the end of level B1+, students can ...

Speaking

• start a conversation on topics that are familiar or of personal interest and can help to keep it going by expressing and responding to suggestions, opinions, attitudes, advice, feelings, etc.
• express their opinions on abstract topics like films and music, describe their reactions to them and ask other people what they think.
• develop an argument well enough to be followed without difficulty most of the time.
• give a prepared presentation and answer clear questions.

Listening

• understand straightforward information about everyday, study- or work-related topics, identifying both general messages and specific details, provided people speak clearly in a familiar accent.
• follow clear speech directed at them in everyday conversation, in an accent that is familiar to them.
• follow a lecture or talk within their own field, if the subject matter is familiar and the presentation clearly structured.

Reading

• understand the main points in straightforward texts on subjects of personal or professional interest.
• look quickly through simple, factual texts in magazines, brochures or on a website, and identify information that might be of practical use to them.
• identify the main conclusions in texts which clearly argue a point of view.

Writing

• write about a variety of familiar subjects well enough for others to follow their story or argument.
• write a detailed description of an experience, dream or imaginary event, including their feelings and reaction.
• write about familiar topics, comparing and contrasting different opinions.

Level B courses are geared toward students with previous knowledge of a particular language. The goal of these courses is to become an independent user in this language. At the end of level B2, students can ...

Speaking

• interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible.
• present clear, detailed descriptions on a wide range of subjects related to their field of interest.
• explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

Listening

• understand extended speech and lectures and follow even complex lines of argument provided the topic is reasonably familiar.
• understand most TV news and current affairs programmes.
• understand the majority of films in standard dialect.

Reading

• read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints.
• read with a large degree of independence, adapting style and speed of reading to different texts and purposes, and using appropriate reference sources selectively. They have a broad active reading vocabulary, but may experience some difficulty with low frequency idioms.
• understand contemporary literary prose.

Writing

• write an essay or report which develops an argument, giving reasons in support of or against a particular point of view and explaining the advantages and disadvantages of various options.
• synthesise information and arguments from a number of sources.

Level B courses are geared toward students with previous knowledge of a particular language. The goal of these courses is to become an independent user in this language. At the end of level B2+, students can ...

Speaking

• converse spontaneously without much sign of restricting what they say. They can reformulate ideas in different ways to ensure people understand exactly what they mean.
• give clear, systematically developed descriptions and presentations, with appropriate highlighting of significant points, and relevant supporting detail.

Listening

• understand standard spoken language, live or broadcast, even in a noisy environment.
• keep up with an animated discussion between native speakers.
• follow lectures and presentations in their field, even if the organisation and language are both complex.
• understand in detail TV documentaries, interviews, talk shows, plays and films in standard language.

Reading

• have a broad active reading vocabulary, which means they can read with a large degree of independence, adapting style and speed of reading to different texts and purposes.
• quickly scan through long and complex texts on topics of interest to locate relevant details.
• understand in detail texts within their field of interest or speciality.
• understand specialised articles outside their own field if they can occasionally check with a dictionary.

Writing

• write a paper developing their argument with appropriate highlighting of significant points and relevant supporting details.
• use a range of language to express abstract ideas as well as topical subjects, correcting most of their mistakes in the process.
• write clear, detailed descriptions of real or imaginary events and experiences.

Level C courses are geared toward students who have already achieved a very high level of competence in a particular language. The goal of these courses is to become a proficient user of this language. At the end of level C1, students can ...

Speaking

• express themselves fluently and spontaneously without much obvious searching for expressions.
• use language flexibly and effectively for social and professional purposes.
• formulate ideas and opinions with precision and relate their contribution skilfully to those of other speakers.
• present clear, detailed descriptions of complex subjects integrating sub-themes, developing particular points and rounding off with an appropriate conclusion.

Listening

• understand extended speech even when it is not clearly structured and when relationships are only implied and not signalled explicitly.
• understand television programmes and films without too much effort.

Reading

• understand long and complex factual and literary texts, appreciating distinctions of style.
• understand specialised articles and longer technical instructions, even when they do not relate to their field.

Writing

• express themselves in clear, well-structured text, expressing points of view at some length.
• write about complex subjects in a letter, an essay or a report, underlining what they consider to be the salient issues.
• can select style appropriate to the reader in mind.

Level C courses are geared toward students who have already achieved a very high level of competence in a particular language. The goal of these courses is to become a proficient user of this language. At the end of level C1+, students can ...

Speaking

• give an elaborate description or account of an experience or topic of relevance, integrating themes, developing particular points and concluding appropriately. They can confidently put forward a systematically developed argument, taking account of the audience’s perspective, evaluating areas of ambiguity and selecting appropriate supporting examples.
• participate easily and appropriately in conversation. They can easily keep up with and contribute to an extended debate on abstract and complex topics, even when these are unfamiliar to them and when people start talking simultaneously.
• have a good understanding of humour, irony and implicit cultural references.
   

Listening

• understand a wide range of idiomatic expressions and colloquialisms, appreciating shifts in style and register.
• understand everybody they talk to, given the opportunity to occasionally confirm something, especially if the accent or dialect is non-standard and unfamiliar.
• easily follow complex interactions in group discussion and debate, even on abstract and unfamiliar topics.
• can follow lectures, presentations and demonstrations with relative ease, making decisions about what to note down and what to omit as the lecture proceeds and ask detailed questions.

Reading

• understand in detail lengthy, complex texts, whether or not they relate to their area of speciality. They can scan quickly through a variety of sources both within and outside their field and assess their relevance to their needs.
• understand complex reports, analyses and commentaries in which opinions, viewpoints and connections are discussed, recognizing contradictions, inconsistencies, or illogical arguments.
• appreciate shifts of tone and style in contemporary literary texts and recognise their significance.

Writing

• write well-structured texts which show a high degree of grammatical correctness and vary their vocabulary and style according to the addressee, the kind of text and the topic.

lab001 Arabisch für Studierende ohne Vorkenntnisse (A1) (PDF, 114 KB)

lab002 Arabisch A1+ (PDF, 113 KB)

lnl001 Niederländisch für Studierende ohne Vorkenntnisse (A1) (PDF, 113 KB)

lnl002 Niederländisch A2 (PDF, 113 KB)

lnl003 Niederländisch B1 (PDF, 112 KB)

len002 English Brush-Up Course A2/A2+ (PDF, 113 KB)

len003 English Brush-Up Course B1 (PDF, 113 KB)

len004 English Language Skills B1+ (PDF, 114 KB)

len006 Essential Academic English B2 (PDF, 211 KB)

len007 Academic English B2+ (PDF, 114 KB)

len008 Advanced Academic English C1 (PDF, 113 KB)

len009 English for Specific Purposes: Education and Social Sciences B2+ (PDF, 114 KB)

len011 Business English B1/B2 (PDF, 111 KB)

len012 English for Specific Purposes: Cultural Studies (PDF, 124 KB)

ldf012 Deutsch als Fremdsprache für Studierende ohne bzw. mit geringen Vorkenntnissen (A1/A2) (mit Propädeutikum) (PDF, 130 KB)

ldf013 Deutsch als Fremdsprache B1 (mit Propädeutikum) (PDF, 129 KB)

ldf014 Deutsch als Fremdsprache B1+ (mit Propädeutikum) (PDF, 127 KB)

ldf015 Deutsch als Fremdsprache B2 (mit Propädeutikum) (PDF, 126 KB)

ldf005 Deutsch als Fremdsprache B2+ (ohne Propädeutikum) (PDF, 121 KB)

ldf016 Deutsch als Fremdsprache B2+ (mit Propädeutikum) (PDF, 126 KB)

ldf006 Deutsch als Fremdsprache C1 (ohne Propädeutikum) (PDF, 94 KB)

ldf017 Deutsch als Fremdsprache C1 (mit Propädeutikum) (PDF, 125 KB)

ldf011 Deutsch als Fremdsprache C1+ (ohne Propädeutikum) (PDF, 123 KB)

ldf018 Deutsch als Fremdsprache C1+ (mit Propädeutikum) (PDF, 126 KB)

ldf007 Deutsch als Fremdsprache: Landeskunde (PDF, 107 KB)

ldf009 Schreiben in Deutsch als Fremdsprache B1+/B2 (PDF, 117 KB)

ldf010 Deutsch für internationale Studierende der Germanistik und Kulturwissenschaften (PDF, 116 KB)

ldg001 Deutsche Gebärdensprache (DGS) A1 (PDF, 213 KB)

lfr001 Französisch für Studierende ohne Vorkenntnisse (A1) (PDF, 119 KB)

lfr002 Französisch A2 (PDF, 114 KB)

lfr005 Französisch A2+ (PDF, 239 KB)

lfr003 Französisch B1 (PDF, 115 KB)

lfr004 Französisch B1+ (PDF, 114 KB)

lfr006 Le français de l’éducation et du social (PDF, 216 KB)

lfr010 Cours en ligne: la vie étudiante B2 (PDF, 117 KB)

lit001 Italienisch für Studierende ohne Vorkenntnisse (A1) (PDF, 112 KB)

lit002 Italienisch A2 (PDF, 113 KB)

lit003 Italienisch B1 (PDF, 113 KB)

lpl001 Polnisch für Studierende ohne Vorkenntnisse (A1) (PDF, 112 KB)

lpl002 Polnisch A2 (PDF, 113 KB)

lpl003 Polnisch A2+ (PDF, 112 KB)

lru001 Russisch für Studierende ohne Vorkenntnisse (A1) (PDF, 112 KB)

lru002 Russisch A1+ (PDF, 120 KB)

lru003 Russisch A2 (PDF, 120 KB)

lru004 Russisch als Herkunftssprache B1 (PDF, 126 KB)

lru005 Russisch als Herkunftssprache B1+ 8PDF, 127 KB)

lsn001 Spanisch für Studierende ohne Vorkenntnisse (A1) (PDF, 118 KB)

lsn002 Spanisch A2 (PDF, 114 KB)

lsn005 Spanisch A2+ (PDF, 234 KB)

lsn003 Spanisch B1 (PDF, 117 KB)

lsn004 Spanisch B1+ (PDF, 114 KB)

lde001 Wissenschaftliches Schreiben für Studierende nicht-deutscher Muttersprache (PDF, 117 KB)

lde002 Wissenschaftliches Schreiben und Präsentieren für Bachelor-Studierende (PDF, 109 KB)

Modulhandbuch für den Profilierungsbereich Sprachen - Fassung vom Februar 2014 (Nur zur Information; nicht mehr gültig) (PDF, 4.22 MB)

LDF-1 Deutsch als Fremdsprache für Studierende ohne bzw. mit geringen Vorkenntnissen (A1/A2) (bis SoSe2020; nicht mehr gültig) (PDF, 66 KB)

LDF-2 Deutsch als Fremdsprache B1 (bis SoSe2020; nicht mehr gültig) (PDF, 70 KB)

LDF-3 Deutsch als Fremdsprache B1+ (bis SoSe2020; nicht mehr gültig) (PDF, 64 KB)

LDF-4 Deutsch als Fremdsprache B2 (bis SoSe2020; nicht mehr gültig) (PDF, 64 KB)

LDF-8 Propädeutikum für internationale Studierende (bis SoSe2020; nicht mehr gültig) (PDF, 64 KB)

Die in unseren Modulbeschreibungen verwendeten Deskriptoren sind dem Gemeinsamen Europäischen Referenzrahmen für Sprachen (GeR) sowie verschiedenen den GER ergänzenden Dokumenten entnommen:

EAQUALS/ALTE (Hrsg.) (2008) Revision and refinement of CEFR descriptors. Online verfügbar unter https://www.eaquals.org/resources/revision-and-refinement-of-cefr-descriptors/ [zuletzt geprüft am 5.3.2021]

Europarat (Hrsg.) (2001) Gemeinsamer europäischer Referenzrahmen für Sprachen: lernen, lehren, beurteilen. Berlin u.a.: Langenscheidt

Guder, Andreas/Fachverband Chinesisch e.V (Hrsg.) (2015) European Benchmarks for the Chinese Language (EBCL) / Europäischer Referenzrahmen für Chinesisch als Fremdsprache (Version 1.1) Levels A1.1 / A1 / A1+ /A2 / A2+. In: CHUN Chinesischunterricht (Sonderausgabe)

Institut für Deutsche Gebärdensprache und Kommunikation Gehörloser (Hrsg.) (2015) GeR-DGS - Gemeinsamer europäischer Referenzrahmen für Deutsche Gebärdensprache. Online verfügbar unter https://www.idgs.uni-hamburg.de/forschung/forschungsprojekte/ger-dgs.html [zuletzt geprüft am 15.9.21]

Pearson Education Ltd (Hrsg.) (2017) Global Scale of English Learning Objectives for Academic English. Online verfügbar unter https://www.pearson.com/english/about/gse/learning-objectives.html [zuletzt geprüft am 5.3.21]

Pearson Education Ltd (Hrsg.) (2017) Global Scale of English Learning Objectives for Professional English. Online verfügbar unter https://www.pearson.com/english/about/gse/learning-objectives.html [zuletzt geprüft am 5.3.21]