Илюзорният свят на филма в чуждоезиковото обучение по немски език

The role of the film in German foreign language learning is examined in this study from three different perspectives: language learning (sprachbezozenes Lernen), (inter)cultural learning (kulturbezozenes Lernen), and media learning (medienbezozenes Lernen). The three layers, in turn, are stratified through the following specifics of the film and the expected results in learning German as a foreign language: 1. The film contributes to the formation and development of the fifth skill, das Hör-Seh-Verstehen 2. It provokes personal reactions, emotions, and positions. 3. The film is an authentic cultural product. 4. It offers authentic language examples (dialects, language variants, etc.). 5. It offers communicative situations (from professional fields, everyday communication, different layers of society, etc.). 6. It develops media competence. 7. It contributes to the process of intercultural learning by stimulating the formation of intercultural competence and the skill of “change of perspective”. 8. The film shows reality through the focus of country information (landeskundliche Realität). 9. Moreover, the film presents examples of “body language” in culturally specific communicative situations (compensatory competence). Several main conclusions can be drawn: a large number of exercises contribute to the development of both strategic and compensatory competence. The specific strategy of “Knowing” is also embedded in the concepts of the authors of the reviewed teaching systems, aimed at developing the skill of looking and listening comprehension. When working on the films, four thematic areas were identified in the German as a foreign language teaching systems: Sprache (Language), Beruf/ Arbeit (Occupation/Work), Umwelt (Environment) and Musik (Music). Films in all three learning systems provoke a personal position.