| Images of Antisemitism in the works of Jakob Wassermann | Leyla COŞAN,Habib TEKİN | 3–22 |
| “Wall Image” as a Representative of “Social Conscience” and “Ideology” in Wolfgang Borchert, Attila İlhan and Nazım Hikmet’s Works | Gökhan Şefik ERKURT | 23–47 |
| “The Confusions of Young Törless”: The Education Problem at the Beginning of the 20th Century and Hitler's Footsteps | Fatma Öztürk DAĞABAKAN,Recep BODUR | 48–65 |
| The Revolt and Bandits in Kuyucaklı Yusuf and Michael Kohlhaas | Ayşe BOZKURT,Güler DEMİREL | 66–89 |
| A Morphological Consideration Of The Names Of Turkish Fairy Tale Characters | Derya PERK | 90–107 |
| Speech Acts with Special Attention to Courtesy | Tahir BALCI | 108–121 |
| German lessons in the founding years of the University of Agriculture in Ankara | Ömer Faruk DEMİREL | 122–144 |
| Determining the Readiness of German Language Teacher Candidates to Learner Autonomy in Learning German: A Scale Development Study | Yunus Emre SARI | 145–166 |
| A Study About the Anxiety Level of The Students of The Faculty of Tourism in Relation to the Elective Foreign Language (German, French and Italian) | Bilal ÜSTÜN | 167–183 |
| Distance Education in the Pandemic Process from the Perspective of Foreign Language Preparatory Class Students: A Phenomenological Study | Bülent BAY,Fatih KARATAŞ,Bilal ÜSTÜN | 184–203 |
| Communicative Competence and Exercise Types: A Case Study for German Lessons | Handan KÖKSAL,Eşe Büşra AKIN | 204–229 |
| Analysis and evaluation of the video clips in German as a foreign language textbook “Menschen A1” from a nonverbal perspective | Emel ERİM,Fadime İNCEBEL | 230–249 |
| Promotion of academic writing competence in German Teacher Education Programs | Nurcihan SÖNMEZ GENÇ,Çiğdem ÜNAL | 250–272 |
| Working with a writing portfolio to develop writing skills |