Abstract
The article deals with the enhancement of job-related conversational competence through the use of interactive communication systems in digitally supported teaching of German as a foreign or second language. It focuses on whether and how far learning platforms can contribute to the development of work-related conversational competence if they are equipped with interactive communication systems (chatbots or voicebots) that simulate face-to-face interaction. The first part is devoted to terminological clarification; based on this, the second part discusses how interactive communication systems (talking chatbots) can be set up for vocational DaF/DaZ instruction. Finally, a method is proposed to develop effective task formats for LCMS courses.
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