Zweitsprachekompetenz

Zweitsprachekompetenz, literally “second-language competence,” is a term used in applied linguistics and education to describe an individual’s ability to use a language that is not their first language (L1). It covers knowledge of the language system as well as the skills to use that knowledge in meaningful communication.

The concept is multidimensional. It includes linguistic competence (grammar, vocabulary, pronunciation), communicative competence (fluency, accuracy, cohesion), and sociolinguistic and intercultural competence (appropriate language use across contexts, politeness, pragmatics, and cultural norms). It also involves strategic competence—the ability to compensate for gaps through guessing, requesting clarification, or choosing alternative expressions.

Measurement and assessment often reference the CEFR levels (A1 to C2), but researchers also use performance-based tasks, portfolios, and self-assessment. Valid assessment aims to capture receptive (listening, reading) and productive (speaking, writing) abilities in authentic tasks and varied domains such as everyday conversation, academic work, or professional communication.

Development of Zweitsprachekompetenz depends on input quantity and quality, opportunities for meaningful interaction, motivation, learner aptitude, age of acquisition, and instructional methods. Immersion, communicative language teaching, feedback, and targeted practice in specific domains support growth.

In education policy and practice, Zweitsprachekompetenz informs curriculum design, assessment standards, and credential recognition in multilingual settings. It remains a focus of research in second-language acquisition and bilingual education, with attention to context, learner goals, and the dynamic nature of competence.