LITERARY TEXTS IN MODERN GERMAN LANGUAGE COURSES: IMPROVING LINGUISTIC AND INTERCULTURAL COMPETENCE THROUGH KAFKA, BÖLL AND HESSE
Keywords:
literary texts, German language teaching, linguistic competence, intercultural competence, Kafka, Böll, HesseAbstract
The paper deals with the role of literary texts in the development of linguistic and intercultural competence in modern courses of the German language. The research is theoretical and does not incorporate empirical data, but is based on relevant academic literature and didactic reflection. Literary texts are seen as valuable teaching materials because they present language in meaningful, authentic and culturally rich contexts. They can help learners develop reading comprehension, vocabulary, grammar awareness, oral communication and written expression. Literature, on the other hand, promotes interpretation, personal response and critical thinking. The paper also shows the intercultural potential of literary texts by referring to selected examples of Franz Kafka, Heinrich Böll and Hermann Hesse. Kafka’s “Before the Law”, Böll’s “Anecdote Concerning the Lowering of Productivity” and selected short prose by Hesse lend themselves to discussions of authority, productivity, identity, personal development and cultural values. The paper also considers didactic problems such as linguistic complexity, unfamiliar vocabulary and limited student experience in literary interpretation. The conclusion is that literary texts can be effective tools for developing linguistic and intercultural competence in courses on the German language if they are carefully selected and methodologically supported.
References
Banaruee, H., Farsani, D., & Khatin-Zadeh, O. (2023). Culture in English language teaching: A curricular evaluation of English textbooks for foreign language learners. Frontiers in Education, 8, 1012786. https://doi.org/10.3389/feduc.2023.1012786
Böll, H. (1963). Anekdote zur Senkung der Arbeitsmoral. leicht&SINN, 1(2009). Retrieved June 13, 2026, from https://leicht-und-sinn.de/anekdote-zur-senkung-der-arbeitsmoral/
Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.
Graham, S., Zhang, P., Hofweber, J., Fisher, L., & Krüsemann, H. (2024). Literature and second language vocabulary learning: The role of text type and teaching approach. The Modern Language Journal, 108, 579–600. https://doi.org/10.1111/modl.12946
Hall, G. (2005). Literature in language education. Palgrave Macmillan.
Hesse, H. (2024). Die schönsten Erzählungen (V. Michels, Ed., 7th ed.). Suhrkamp Verlag.
Hossain, K. I. (2024). Literature-based language learning: Challenges and opportunities for English learners. Ampersand, 13, Article 100201. https://doi.org/10.1016/j.amper.2024.100201
Ismail, S. M., Wang, C., & Jamalyar, R. (2023). The impact of task-based instruction on learners' reading comprehension, L2 grit, anxiety, and motivation for L2 reading. Asian-Pacific Journal of Second and Foreign Language Education, 8, Article 42. https://doi.org/10.1186/s40862-023-00216-2
Spahiu, I. (2013). Using native language in ESL classroom. International Journal of English Language & Translation Studies, 1(2), 243.
Spahiu, I. (2021). Grammatical mistakes of Albanian students in learning English as a foreign language. Linguistics and Culture Review, 5(S3).
Spahiu, I., & Spahiu, E. (2016). Teacher’s role in classroom management and traditional methods. ANGLISTICUM. Journal of the Association-Institute for English Language and American Studies, 2(3), 91-100.
Kafka, F. Vor dem Gesetz. In Erzählungen I. Projekt Gutenberg-DE. Retrieved June 13, 2026, from https://projekt-gutenberg.org/authors/franz-kafka/books/franz-kafka-erzaehlungen-i/chapter/16/
Kramsch, C. (1993). Context and culture in language teaching. Oxford University Press.
Lazar, G. (1993). Literature and language teaching: A guide for teachers and trainers. Cambridge University Press. https://doi.org/10.1017/CBO9780511733048
Spahiu, I., & Spahiu, E. K. (2018). THE ROLE OF SOCIAL INTERACTION IN LANGUAGE ACQUISITION. Knowledge International Journal, 23(5), 1399-1401.
Spahiu, I., & Kryeziu, N. (2021). A contrastive study of grammar translation method and direct method in teaching of English language to primary school pupils. Linguistics and Culture Review, 5(2), 1022-1029.
Paran, A. (2008). The role of literature in instructed foreign language learning and teaching: An evidence-based survey. Language Teaching, 41(4), 465–496. https://doi.org/10.1017/S026144480800520X
Spahiu, I., Nuredini, Z., Klosi, I., & Bici, V. (2024). Exploring the Nexus of Translation Theory and Practice: A Comprehensive Review of Basil Hatim's “Teaching and Researching Translation”. KNOWLEDGE-International Journal, 66(5), 627-631.
Sun, X., & Yusof, S. (2024). Implementation of and challenges in differentiated L2 language instruction: A systematic literature review (2014–2023). Salud, Ciencia y Tecnología – Serie de Conferencias, 3. https://doi.org/10.56294/sctconf2024.1249
