THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF TEACHING GERMAN BASED ON BLENDED LEARNING

Abstract

This thesis examines the theoretical and methodological foundations of teaching German on the basis of blended learning. In contemporary language education, the integration of face-to-face instruction with digital learning environments has become one of the most effective ways of improving the quality of foreign language teaching. Blended learning creates conditions for combining the communicative advantages of classroom interaction with the flexibility, accessibility, and individualization provided by digital technologies. The study analyzes the pedagogical essence of blended learning, its relevance for German language education, and the methodological principles that ensure its effective implementation. Particular attention is given to learner autonomy, communicative orientation, digital support of language practice, and the integration of synchronous and asynchronous learning tasks. The findings show that teaching German through blended learning strengthens motivation, expands opportunities for differentiated instruction, and supports the development of linguistic, communicative, and intercultural competence. The thesis concludes that blended learning should be regarded not as a temporary technical format, but as a theoretically grounded and methodologically productive model of modern German language teaching.