Intercomprehension

Intercomprehension (Latin inter " between " comprehension "understanding" ) refers to the ability to understand a language due to their proficiency in another language. This usually takes place unnoticed, but can also be trained. An example of a ' natural ' Intercomprehension is the ability of most Italians, easy to understand Spanish, although they can not speak it. It is therefore a priority to receptive skills.

Interkomprehensionsmethoden

The scientific discipline of intercomprehension to facilitate language learning. Methods are being developed which allow to understand a ( foreign ) language based on a closely related ( possibly already learned as a mother tongue ) language. They are based on the similarities between the languages. Unknown words are accessed in different ways (depending on Interkomprehensionsmethode ). Some research approaches see the ideal model of inter-comprehension in a dialogue between people who ( from the other distinctive ) speak in their native language and can understand anyway.

What is the purpose of learning and teaching method of Intercomprehension where are its limits?

Intercomprehension means the understanding of languages ​​that have been learned neither naturally nor acquired via teaching. For German -speaking immediately understand the Dutch record type voor local en regional informatie een plaatsnaam of de four cijfers van een postcode en klik op OK 'tip (s) for ( the ) local and regional information a place name ( city name ) of the four digits of a postcode ( zip code ) [ a ] and click on 'OK'. The identification of the target language elements provides important information about vocabulary and grammar of Dutch, at the same time but also so-called correspondence rules between the target and the source language: about voor ~, for ', een, a (n) ', plaatsnaam ~ Rank Name ', ~ postcode, zip code '...; for word formation nl. - Atie ~ dt - ation ...; phonetics and orthography long vowels are indicated by doubling in Dutch: voor, naam ...; morphology: the plural is, inter alia, by -s- expressed ( as often in English and French ); the imperative similar to the German model: type tip (s) .... At the same time open-ended questions that require later clarification ( Does that really of, from ' or, or'? ) Remain. The knowledge of a linguistic correspondence between rule results in some practice for the expansion of knowledge: Is voor identified first, then voor niks ~ for nothing ( nothing ), wat voor - what ( what, what for ) immediately transparent. Thus, the interlingual Intake easily extended to a learner- sided Auto Input. There has been talk in this context of optimized input (enhanced i ). As these examples reveal, Intercomprehension requires not only awareness of languages, but also for the actual Interkomprehensionshandlung or the learning process. Mental processes such as described here, make in a short time routines so that the interkomprehensive approach also refers to a practice, to approach new languages ​​and expand the knowledge already known languages ​​.

Intercomprehension and multilingualism in promoting European and international perspective

That Intercomprehension provides the rapid development of reading skills in foreign languages ​​other than those already learned, explains the particular interest of the European Union at the Intercomprehension and its didactics (Bear 2004). So it is said in the recommendations for the development of language curricula: " ... making it possible for learners to acquire partial competences in languages ​​related to Those They Know or have Studied already ( eg intercomprehension )" ( Beacco et al 2010. ).

In the Latin countries the Intercomprehension find long wide observance - Union Latine, Redinter, Euro -mania, Interrom, InterLat, Galanet etc. ( passim Capucho et al 2007; . Meissner et al 2011.).

Meanwhile, place the one in Europe Interkomprehensionsdidaktik also in contexts of American indigenous multilingualism attention ( Romani 2010). This concerns both the research ( Meissner 2010) and the development of materials and a variety of projects. By Intercomprehension allowed the conversation between people of different languages ​​and facilitates the reading of texts from many languages ​​, she has a strong connection to intercultural learning, as for example to in the medial -based interpersonal encounter is learning projects ( Degache 2003). Read multiple languages ​​and can communicate with people of different languages ​​( by being able to follow them in their languages ​​), leads to a considerable increase in intercultural experiences and intercultural competence.

Also, the German- Romanesque or about Slavic Intercomprehension accessible if they have the appropriate skills. These can be considered to be present if the Level is reached B1 in two foreign languages. Intercomprehension is thus a method for the rapid expansion of multilingualism in more than two languages ​​. To grasp the basic Interkomprehensionskompetenz in width, so a diversified school language options and a reflexive foreign language teaching are essential. In the German-speaking world, especially EuroCom is the concept of " Eurocomprehension " committed.

Experience with Interkomprehensionsunterricht and intercomprehension based learning

How the Dutch- German example illustrates, corresponding to the inter-comprehension of the mental language processing, as is customary in the understanding of linguistic data, or in language acquisition. This is not surprising, because Intercomprehension is nothing more than comprehension between varieties of language, eg between dialects of their own language. Comprehension always based on the spontaneous or developed linguistic identification schemes, ie on the repatriation of incoming speech patterns (words, structures, etc.) already available knowledge, which in turn can bring about the construction of new knowledge schemes. Particularly plausible explanation network models for multilingual mental lexicon such processes. Due to their naturalness ' Intercomprehension leads to a very rapid language growth. The substantive requirement, however, is always that it is possible between the languages ​​in question sufficiently, transfer bases ' find. Among similarities and analogies between known schemes and new knowledge objects are to be understood (eg German type ~ nl. Type). While similarities in large numbers are evident between the one and the same language family lingual languages ​​lack such a large extent between distanten languages ​​(eg German, and Japanese). In these cases, now developed Interkomprehensionsdidaktik does not apply.

In contrast to the teaching of foreign language teaching, its efficiency is preparing to "measure" empirically until recently, the Interkomprehensionsdidaktik has since its inception ( Meissner 1993; horseshoe 1994) through transparent empirical foundation and presented a number of studies (eg Meissner & Burk 2001 Bear 2009; Strathmann 2010; passim Doyé & Meissner 2010; . Meissner et al 2011). All of these studies, which are joined by a number of foreign works that support the long-known good experience with Intercomprehension (see passim Meissner & Clean Fried 1998). That the Interkomprehensionsereignis reflects the structure of the learner language and the multilingual mental lexicon in the nascent state, and that this happens bewusstheitsnah explains the particular suitability of the Interkomprehensionsmethode promote language learning awareness ( language and language learning awareness raising strategy ) ( Meissner & Morkötter 2009). Here is a close relationship between the Interkomprehensionsmethode ( Meissner 2004a; horseshoe et al, 2001 Rieder, also Doyé 2005. ) And the learner autonomy ago.

The extended Transfertypik and the hypothesis grammar

As already appeal, the Interkomprehensionsdidaktik is a transfer didactics. Under transfer understand the sciences of learning commonly the " influence of an already learned material on ( the ) learning of a subsequent material ( learning material, task )" ( Heuser 2001: IV, 335). However, this definition sets from the perspective of language acquisition research too short, if you ( as is common in foreign language teaching ) is limited to instructional situations, because obviously transfer processes in each language acquisition - whether controlled or uncontrolled - in the game. This is supported by phenomena such as recognition and frequency of processing of molds and development of semantic and functional schemes. In this context, several times the mental activities of accretion, structuring and tuning ( Norman 1982) called. Since the objective of Interkomprehensionsdidaktik initially consists of transforming the learner 's existing learning relevant, sluggish knowledge ' into real language acquisition and language knowledge, had to illuminate the interkomprehensionsdidaktische research, the relationships between the different fields of application of linguistic transfers and his mental organization exist. The associated with the project, German -speaking read unknown Romanesque languages ​​' ( Meissner 2013) collected data allowed the creation of a Transfertypik that goes far beyond the sometimes inhibiting learning distinction between positive and negative transfer ( Meissner 2004b).

  • Transfer type: ID Transfer: reading, listening, Hörsehverstehen
  • Transfer production: writing, reading
  • Proactive transfer: from one language already known to the target language
  • Retroactive transfer: from the target language in an already known language with modification effects in the mental component of the bridge language
  • Intralingual transfer: within a single target language system, eg the L4 -Italian
  • Intralingual transfer: within a source-language system, eg the native language or a language learner already known
  • Interlingual transfer: between languages ​​, a certain systematicity / regularity concerning which comprises at least two languages.
  • Lexical transfer
  • Morphosyntactic transfer
  • Phonological transfer
  • Orthographic transfer
  • Pragmatic transfer, transfer of communicative attitudes, routines, etc.
  • Form of transfer: of signifiers or form elements (eg, morphemes, word formation pattern ), etc.
  • Transfer content, such as Transfer of semantic schemas, additions of interlingual, polysemy 'or Intersynonymie.
  • Function transfer: linguistic ( grammatical ) regularities
  • Transfer of learning experiences. It affects self-regulation and monitoring learning: Motivational control; Learning time management; Organization of the learning environment; definition of learning objectives and learning routes; Evaluation and control of learning steps and learning success; Assurance of learning outcomes; Use and accessibility of media and tools; Organizing social components of successful learning eg in contact with other people: tandem and exchange of language and learning experiences; Use of learning consultancy; System of a learning protocol; a personal multi-language dictionary; Protocol and systematic updating of the hypothesis grammar; Organization of learning strategies and techniques; Selection and competent use of tools such as consultation grammars and dictionaries, and last but not least, separation of lexical and morphosyntactic material into categories, opaque 'and' transparent ', creating a custom learning plan based on the hypothesis grammar and learning monitoring.

A successful senior variable concerns the release of a transfer, di the assignment of phenomena in different languages ​​under the criterion of a real or only apparent similarity. Linguistic awareness and sensitivity to targeted Interkomprehensionsprozesse are crucial for the initiation of transfer actions of different kinds

For an explanation of a central next to the transfer element of Interkomprehensionsdidaktik, the hypothesis grammar, it is again reminiscent of the Dutch example: Generating the described processes of identification, speech hypotheses ', with its emphasis on the construction of a basic grammar of the target language and their vocabulary by learners themselves, and a later need to be reviewed ( " really one forms the plural -s ?"): In the social game of natural language acquisition while reducing direct and indirect reactions of the speech act confirming or rejecting a partner on the formation and modification of hypotheses. Significant differences compared to the first language acquisition resulting from the high degree of potential for learning purposes, often multi- linguistic, pre-knowledge of the learners. So adults already have at least a developed language system ( their first language ) and also very often on learning relevant knowledge of several foreign languages ​​and their acquisition. You shall use this knowledge when they are approaching a new language or want to deepen their knowledge in a particular foreign language. So, for example, relate to in the folk high school of the Italian far more than half of all student- sided vocabulary questions between linguistic similarities ( "Does the word the same as in French ?") ( De Florio -Hansen 1994). The use of the hypothetical grammar is an important criterion for the quality interkomprehensionsdidaktischen teaching. The hypothesis grammar, however, is not only a means for the development of the target language, but also to secure sustainability. Only the interaction of volitional ( motivational ) components ( savoir -être ) with such knowledge ( savoir ) and the skill ( savoir -faire ) - to put it in the terminology of the Common European Framework of Reference for Languages: Learning - Teaching - judge to say ( euro Europe 2001) - allow the development of an interoperable Interkomprehensionskompetenz ( see also REPA 2009).

Selection and arrangement of the verbal input

Apparently, learners need to be able to really use their ( latent existing ) Interkomprehensionspotenz can identify transfer bases in sufficient numbers. The critical threshold is at about 30 percent of the types, the number of words ( tokens ) initially is of secondary importance ( Meissner & Prokopowicz 2012). This underscores both the long-term structure of the Intake and the arrangement of the input. Since it is in the inter-comprehension is a natural phenomenon that includes processes that already meet the first language acquisition, interkomprehensive methods are already available at an early stage of language acquisition ( Imgrund 2007; Morkötter 2011).

As in language learning in general, elements of a language center ' (common) are, from, exzentralen ' (rare) to separate. Due to its size, this concerns first and foremost the so-called basic vocabulary. The following graph shows the percentage recognition rates between the basic vocabularies of the most important German school of foreign languages:

As you can see, 81.5 % are for example the Spanish, 86 % of Italian, 70 % of English basic vocabulary based on the French already ' identifiable, but also the English, helps, and that to the extent of 55 % for French ( Meissner 1989). Although one can argue in different types of texts about subtleties of Komputation and the presence of basic vocabulary, it can not be doubted, the extremely high rate of transfer bases within the respective Romanic, Slavic or Germanic language family. However, be warned against naive optimism, because, not all ' is between Romanesque and certainly not between Germanic languages ​​transparent ( Zeevaert & Möller 2011).

Also, the German has wide bridges to the Romance languages ​​. Such supply foremost foreign words: progressive, graceful, liberal, human, medical, animalistic, consumption, radio, maritime, stellar, Hospital, enthusiasm, enthousiasme, enthusiasm, entusiasmo, police, police, polizia, polizija. Such words make in theory related texts ( Zeitungsartiel, technical language, news ) to the structure of words, a very high percentage rate of the stock from. Studies on successful German, transfer providers ' with unknown Romance languages ​​revealed that those often use besides knowledge of foreign languages ​​to the German educational vocabulary in a strong way for Interkomprehensionsprozesse.

At Klein & Stegmann (1999) the idea of ​​going back Sprachenfilterns: Add to Seven Seven Seven they Romanesque material in transfer and in, profile shapes '. Among the latter, they understand the forms and functions that can be find only in a single Romance language and are therefore no transfer bases: about Fr. beaucoup (it. molto, pg. muito, sp. mucho, en. much), sp. alfombra ( pg. wallpaper, kat catifa, it tappeto, dt carpet, tapis fr, en carpet etc.. .. . ), etc.; in the field of education kat time. Preterit perfet perifràstic formed with a conjugated form of the verb (to go dt ) anar < Latin VADERE ( vaig, vas, va, vam / VAREM, vau / vàreu, van / varen infinitive ). Particularly striking is the interlingual learning the economics of the interlingual Phonics field. So the knowledge creates the regularity of the graphical correspondence from it. -tt-, sp. -ch, pg. -it, Fr. -it- rum. - pt- transparency between numerous word series: about notte, noche, noite, nuit, nocte or otto, ocho, OITE, huit, or opt perfetto, perfecto, perfeito, parfait, perfect, perfect German. Alone in the Spanish-Italian comparison, this leads to numerous other identifications, here under sospecho / sospetto, dicho / ditto; satisfecho / sodisfatto, derecho / diritto, pecho / petto, lucha / lotta techo / tetto, estrecho / stretto, lecho / letto. At the core is called the message: instead of learning a plethora of individual words and linguistic rules re- familiarize themselves with the help of a manageable set of transfer rules, the material of several languages. It is obvious that learners - to be able to do this successfully - to get to know the profile shapes at a very early stage of the learning route.

Reflective learning and Intercomprehension

The span of the use interkomprehensiver method is considerably: it ranges from the simultaneous acquisition of reading skills in several languages ​​from the same language family, to a control of tertiary language teaching by systematically have activated the learner each existing transfer relevant prior knowledge (eg learning Spanish to French ). Of course interkomprehensive methods can be used in parts also in the learning of languages ​​that are more different from the source language (eg German / Polish or German / Russian) ( Behr 2005); as they can enrich and enhance traditional teaching of foreign languages ​​.

The advantages of intercomprehensive method for reflexive learning languages ​​and the Lernerautonomisierung can be due to previously documented experiences (case studies, laboratory studies) summarized as follows:

  • Intercomprehension works very closely and confidently with linguistic structures and therefore allows learners insight into the structure of their own language learner. For teachers it is an important element of the learning diagnosis.
  • Intercomprehension teaches / performs the targeted comparisons between languages ​​and is a strategy for the promotion of language awareness.
  • By the Intercomprehension mediated by the comparisons between languages ​​awareness of linguistic structures and functions, it represents a powerful strategy for the prevention of failures
  • By the Interkomprehensionsmethode requires the long-term recording of the hypothesis grammar, it promotes learning and monitoring the training of sustainability generating learning routines.
  • The verification of the hypothesis grammar requires the consultation of suitable media: from glossaries, concordances, dictionaries, grammars consultation on a cardboard or electronic media.

Last but not least:

  • Gelingende Intercomprehension strengthens the self-efficacy and leads to a revision ( positivity ) of previous conceptions of foreign languages ​​and their learnability. The multi- language experience associated with Intercomprehension makes us aware that languages ​​support one another and facilitate language learning in general.

Text work and language curriculum in the Interkomprehensionsdidaktik

As we have seen, is about hypothesis- method is a close relationship between interkomprehensionsdidaktischen procedures and Lernerautonomisierung.

In the discussion of the constructivist learning the benefits were highlighted unstructured several times. They are seen in the fact that learners themselves have to deconstruct and reconstruct texts, resulting in a wide and deep processing of linguistic data. This also applies when intercomprehensive reading ( Lutjeharms 2002). Therefore, they should be already seen - in case of strongly induktivistischer control common - about clearly prove to the learning phenomenon and thereby prevent the deconstruction and reconstruction. Basically determines the order in which learners perceive even the linguistic issues (nominal companion, pronouns, etc.), the progression. The Interkomprehensionsdidaktik can use from the outset the benefits of a so-called ' authentic ' text reading.

If interkomprehensionsdidaktische method used in the teaching of a third foreign language (such as Italian / Spanish to English, French ), it is to ask how the language curriculum is set up. Follow the progression pattern to that of the first and second foreign language, this means that which can not be used in comparison to the productive skills many times larger receptive skills, as shown by the following schemes:

A progression that sets the beginning of the course in a strong manner to the already latent reading skills in the target language, causes a significant More on processing of texts ( voice data ) than is the case under the traditional pattern. With the expansion of inputs increases the intake. This in turn allows a better quality of intercultural learning, as the understanding goal- cultural topics in the target language plays an important role for the development of intercultural competence.

The structure of the progression is divided then just the following phases: Target language phonetics and pronunciation - development of target-language basic grammar through the creation of a hypothetical grammar - structure of the productive skills. Of course, these ideal-typical progression may be broken unless the learner to do so; e.g. by a multi- demand productivity.

Conclusion

In the light of past experience and empirical studies on the Intercomprehension in different learning contexts, the Interkomprehensionsmethode must be considered as a way to improve the quality of language learning. The primary reason lies in its capacity as a powerful strategy of language learning awareness. By Intercomprehension of interpreting the hypothesis grammar makes aware of the structure of the learner language, they may be regarded as an important tool in the learning diagnosis. Intercomprehension therefore already concerns not only the so-called late languages ​​studied (see Meissner & Tesch 2010) and the teaching of Romance languages ​​( Zybatow 2002; Horseshoes & Lutjeharms 2007). Rather, the insight into one's own language growth should be allowed even to young learners in an appropriate manner. All previous experience with Interkomprehensions or interkomprehensionsbasiertem lessons show that the learner

  • Can very quickly build up a good reading skills in the target language and thus more use to an input
  • Learn the comparisons between languages
  • Their competence to learn reflexive expand,
  • Optimize their previous settings to languages ​​and their self-efficacy experience with languages.

However, reflexive learning also requires reflexive teaching. It is characterized by the fact that the learner be involved in the decisions and analyzes their learning processes in the classroom and discussed.

Research programs and trials of the methodical application of Intercomprehension

Range Romance

  • EUROM 4 or 5 EUROM
  • Galatea ( Galanet / Galapro )
  • Euro -mania
  • Lalita ( Laboratorio Linguistico Telematico )
  • EuroComRom
  • Babelweb

Area German

  • IGLO ( Intercomprehension in German Languages ​​Online)
  • EuroComGerm

Slavic area

  • Bochum reading courses
  • EuroComSlav
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