The use of literary approach s trategies to promote the "writing" skill of German s tudents at Iranian universities

The aim of this article is to inves tigate how one can apply literary approach s trategies to promote the "writing" skill of German s tudents at Iranian universities. Background s tudies: Writing is a skill that can be learned. In particular, writing technical texts for the university requires appropriate training and the use of professional methods and s trategies. Summarizing a literary text without using the methods and s trategies is considered to be rather impossible and these mus t definitely be acquired. Language and culture have a s trong and inseparable relationship. In addition, it goes without saying that communicative skills now also include intercultural skills. You can only learn and unders tand the foreign language correctly if you also unders tand the culture. Today, literature as a comprehensive cultural medium is assigned an important role in foreign language didactics for teaching and promoting the four skills (in the sense of reading, lis tening, speaking and writing).

This contribution showed how one can improve the writing skills of Iranian s tudents through the use of literary approach s trategies and at the same time introduce GFL teachers and professors at universities to new ways of teaching and treating the writing skills of Iranian s tudents. The present work therefore firs t explained the concept of the literary approach and its functions for promoting the skill "writing". Then the results of each sub-chapter were summarized in order to present a didactic concept based on the German short s tory "Das dicke Kind" by Marie Luise Kaschnitz for the course "Contents for advanced learners" offered at the university.

The results from this concept have shown that the literary approach contains many didactic s trategies to promote the skill "writing" and that they are therefore recommended for improving the writing skills of Iranian German s tudents. It should not be left unmentioned that the use of literary approach s trategies can not only make a major contribution to improving s tudents‘ writing skills, but also to promoting their literary knowledge as well as imparting and treating their intercultural skills. It is therefore recommended to keep an eye on these remarkable functions of the literary approach s trategies for teaching and promoting intercultural skills. Las t but not leas t, this work sees itself as a contribution to the promotion of writing skills not only for s tudents of German language and literature, but also for s tudents of other subjects with a similar focus.