In recent years, the teaching of foreign languages in schools, universities and other institutions involved with language learning has faced several changes and new orientations. The main reason for these changes certainly is the Common European Framework of Languages, published in 2001 by the European Council. In Germany we additionally develop new educational standards, considering as representative examples English and French as first foreign languages taught in our school system (Kultusministerkonferenz (ed.) 2004; Tesch et al. (eds.) 2008). Normally, such changes in educational systems lead to uncertainty and confusion, a context this article intends to clarify. Are we now asked to design our classes, our material and our curricula in completely new modes? What consequences do teachers as well as learners face up to following these new approaches in teaching and learning? What does competence orientation mean exactly? And which chances does it offer?
competences; assessment; action orientation; action-oriented approach