"Nothing Fancy": Individual Learning Objectives in German as an Additional Competence Courses

Abstract

This study explores the theme of language learning in a course of German as an additional competence with a focus on course participants’ individual learning objectives. The primary aim is to explore the individual learning objectives participants express and the implications these objectives have on language teaching and learning in a setup where there are no predetermined common leaning objectives. Grounded in the theoretical concept of needs analysis by Hutchinson and Waters (1987), recent research in the field of individual learning objectives, and the updated CEFR from 2020, our study examines the relationship between individual learning objectives and language learning.

A mixed-methods approach was employed, involving a quantitative and qualitative analysis of learning objectives. The empirical material consists of individual learning objectives from 135 course participants, collected from Fall 2022 to Fall 2024 at XX University, which provides insights into the participants’ perspectives at and desires for their learning.

The analysis of the learning objectives revealed the primary wish for a functional German usable in everyday situations and work contexts, highlighting oral production, everyday interactions, grammar, and specialized study- and work-related vocabulary as key factors. The findings are discussed, emphasizing the implications for language teaching in that specific setup and suggesting potential strategies for supporting students in achieving their learning goals.

This study contributes to the understanding of how individual learning objectives can enhance language teaching and learning, offering valuable insights for instructors aiming to improve language teaching practices, specifically in the field of language as an additional competence.