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This article describes the methodological potential of studying the reverbalization of prepositional deverbatives in university teaching of German as a foreign language. The aim of this study is to develop and theoretically substantiate a system of didactic principles based on a functional-semantic approach and aimed at developing grammatical competence. The study’s material was German utterances extracted using a targeted sampling method from the Electronic Dictionary of the German Language, which revealed three groups of deverbatives (-en, -ung, -e, -t) capable of reverbalization (reverse transformation) into synonymous verb constructions. The article formulates and describes in detail four interrelated didactic principles: the principle of semantic-functional dominant, which guides learning from meaning to form; The principle of the synonymous paradigm, which forms an understanding of the variability of taxis expression means; the principle of gradual complexity and transformation, which defines a step-by-step path from analysis to production through the operation of reverbalization; and the principle of contextual-communicative orientation, which ensures the integration of skills into real-life speech practice. It is demonstrated how the proposed system of principles, implemented through the sequence “analysis - transformation - production,” allows for bridging the gap between formal knowledge and speech use, developing in students the ability to consciously choose adequate means for expressing the taxis meanings of simultaneity, precedence, and succession in various types of discourse (scientific, artistic, journalistic, etc.). The prospects of this study are seen in the expansion of linguistic analysis to other functional-semantic fields with the aim of identifying its didactic potential, as well as in the development of applied teaching materials and conducting contrastive studies to identify interference.