Abstract
Exercises used to improve the language proficiency of immigrant children and adolescents learning German as L2 concentrate for the most part on phenomena pertaining to core grammar. However, data from the language assessment test >Schuldeutsch< show that high school students with L2 German actually make few if any (morpho-)syntactic errors on the level of the single clause or sentence. On the other hand, what those students apparently fail to manage is turn complex reasoning into stylistically adequate texts. One reason for this type of deficit is an insufficient command of complex grammatical means that serve to realize text coherence and text cohesion. To achieve higher levels of language proficiency command of those means proves to be mandatory and should be the focus of L2 training.
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