Abstract
Certification within the dual vocational training system is fundamentally dependent on successful completion of the final examination. Written language, in particular, poses a growing challenge for an increasing number of prospective skilled workers. A sustainable approach to addressing this challenge lies in examination preparation based on the principles of integrative language education; however, this requires a sound analysis of language demands.
This paper therefore focuses on findings from an empirical requirements analysis based on interviews with examination-relevant institutions as well as a text-based analysis of final examinations in the training occupation Retail Salesperson (Kaufmann/Kauffrau im Einzelhandel). Building on cross-examination and examination-specific linguistic and communicative requirements, relevant language competencies are derived following Nodari’s framework, and the language register referred to as “examination language” is systematically examined.
