Prüfungsgespräche im intermedialen Vergleich: ein Beispiel aus dem italienischen DaF-Bereich

Abstract

The post-digital shift triggered by the global pandemic significantly impacted educational practices, particularly with regard to the integration of digital media into teaching and assessment. This paper examines the effect of this transformation on oral examinations in foreign language education by comparing face-to-face and online formats. Drawing on a corpus of German-language examinations from two Italian universities, the study analyses communicative behaviour, interactional dynamics, and medium-specific constructs of proximity and distance. The findings highlight functional differences between digital and in-person examination settings, providing insights into the evolving landscape of media-didactic scenarios within the domains of institutional and academic language assessment.