Since communication relies on comprehension, intercomprehension as a learning principle is a way to save time and energy when learning a language. In this respect, (partial) multilingualism or plurilingualism becomes attainable for many more language learners at a time. But in order to reach the goal of multilingualism in the form of partial skills learning, some basic requirements have to be met. (van de Poel in: Kischel 2002: 97)
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In this paper, I want to prove that L1 speakers of German are able to understand the main information provided by a short text in Dutch – a language, no one of the subjects in the short study I conducted has formally acquired before. The basis of such receptive comprehension of Dutch by L1 speakers of German is laid by the principle of Germanic intercomprehension, whose main characteristics and aspects will be discussed in the first part of the paper. In the second part, the study itself will be presented and analyzed. Is L1 German the `only` important resource language for reading comprehension in Dutch? Do L1 speakers of German with a high proficiency in L2 English have a higher success rate in this respect than L1 Germans with low-intermediate proficiency in L2 English? What are the possibilities of Germanic intercomprehension? With the help of the study presented, these questions shall be answered in the course of this paper.
Table of Contents
I. Introduction
II. Intercomprehension in Germanic Languages
II.I. Intercomprehension – Definition(s)
II.II. Learning Processes and Reading Strategies
II.III. Intercomprehension in Germanic Languages – Diachronic Aspects
III. L1 German and L2 English as Transfer Resources for Reading Comprehension in Dutch – A Study
III.I. Theoretical Background
III.II. Methodology
III.III. Results
III.IV. Critical Discussion
IV. Conclusion
V. Works Cited
VI. Signed Acknowledgement
VII. Appendix
Objectives and Research Themes
This paper explores the efficacy of intercomprehension within the Germanic language family, specifically testing whether native German speakers can utilize their L1 and L2 English proficiency to comprehend Dutch, a language they have not formally acquired.
- The theoretical foundation of intercomprehension as a receptive learning strategy.
- Linguistic relatedness and diachronic development of German, English, and Dutch.
- An empirical study assessing the impact of proficiency levels on decoding Dutch text.
- The role of lexical transfer in cross-linguistic receptive competence.
- Critical evaluation of intercomprehension as a pedagogical tool in language education.
Excerpt from the Book
Toerisme in Amsterdam
Het toerisme in Amsterdam is belangrijk voor de stad; elk jaar wordt het door zo'n 4,5 miljoen mensen van over de hele wereld bezocht. Hiermee is het de op vier na vaakst bezochte stad van Europa. Ook komen er jaarlijks een kleine 16 miljoen dagjesmensen naar Amsterdam. De stad is weer terug van weggeweest waar het gaat om de populariteit onder Nederlandse jongeren. Onder hen zijn vooral de vele winkels, de horeca en de culturele instellingen en evenementen een reden voor een bezoek.
Enkele van de belangrijkste toeristische trekpleisters van Nederland zijn in Amsterdam te vinden. Zo stond in 2007 een tocht per rondvaartboot door de Amsterdamse grachtengordel met 3,2 miljoen bezoekers als tweede op de lijst van de vaakst bezochte attracties van Nederland. De Efteling stond op de eerste plaats, met slechts 35.000 bezoekers meer. Het Van Gogh Museum is met 1,55 miljoen vierde op deze lijst en tevens het museum met de meeste bezoekers. Ook het Anne Frank Huis (tiende plaats) en het Rijksmuseum (elfde plaats) behoren tot de drukstbezochte attracties. Onder de toeristen zijn voorts de vele andere musea, de coffeeshops, de restaurants en de raamprostitutie op de Wallen ('Red Light District') populair.
De grote toevloed van toeristen en dagjesmensen hebben de binnenstad van Amsterdam tot 'openluchtpretpark' gemaakt. Dit wordt door bestuurders niet als het best wenselijk beschouwd en heeft meermalen tot actieplannen geleid. Zo zouden toeristen naar andere locaties in de stad moeten worden gelokt, zoals De Pijp (bijgenaamd het "Quartier Latin van Amsterdam"), het Centrumgebied Zuidoost en op de lange termijn naar de Zuidas. Tegenwoordig doet Amsterdam het goed als cruisebestemming. Deze nieuwe sector is snel groeiend. Het toerisme naar de hoofdstad in zijn geheel groeit in economisch gunstige tijden gestaag met enkele procenten per jaar. Vooral van de Chinese en Indiase markt valt nog veel groei te verwachten. De huidige toeristenstroom naar Amsterdam bestaat vooral uit Britten, Chinezen, Duitsers, Amerikanen en Japanners. De laatste jaren neemt het aandeel Zuid-Europese toeristen toe. […]
Summary of Chapters
I. Introduction: This chapter highlights the necessity of intercomprehension in the European Union to overcome language barriers and foster a multilingual, pluralistic society.
II. Intercomprehension in Germanic Languages: The section defines the core principles of intercomprehension, the cognitive processes involved in language transfer, and provides a diachronic overview of the Germanic language family.
III. L1 German and L2 English as Transfer Resources for Reading Comprehension in Dutch – A Study: This chapter presents the methodology, empirical results, and a critical analysis of a reading comprehension test conducted with L1 German speakers.
IV. Conclusion: The paper concludes by confirming that intercomprehension is a viable learning strategy that empowers students to utilize their existing linguistic knowledge to discover new languages.
Keywords
Intercomprehension, Germanic Languages, Language Acquisition, Receptive Multilingualism, Reading Comprehension, Transfer Resources, Lexical Transfer, Language Policy, European Union, Interlanguage Hypothesis, Language Didactics, Cognitive Schemata, Cross-linguistic Influence, Germanic Tribes, Multilingualism.
Frequently Asked Questions
What is the primary focus of this research paper?
The paper focuses on the feasibility of intercomprehension within the Germanic language family, investigating whether native German speakers can effectively read and understand Dutch without formal instruction.
What are the main thematic fields explored?
Key themes include the theory of receptive multilingualism, the linguistic relatedness of German, English, and Dutch, and the practical application of reading strategies in foreign language acquisition.
What is the central research question?
The research asks if L1 German speakers can extract main information from Dutch texts and whether their L2 English proficiency significantly enhances their success rate in this decoding process.
Which scientific methodology does the author apply?
The author employs a comparative study, structuring a reading comprehension test based on a short Dutch Wikipedia extract, involving 16 participants divided into two groups with differing English proficiency levels.
What topics are discussed in the main body?
The main body covers the theoretical background (definitions and cognitive schemata), historical linguistic development, the setup of the empirical study, presentation of results via tables, and a critical discussion of external factors.
How would you characterize this work through keywords?
The work is characterized by terms such as Intercomprehension, Receptive Multilingualism, Transfer Resources, Lexical Transfer, and Germanic Language Family.
How does the author define the "ice-breaker" task in the study?
The first task, involving the headline "Toerisme in Amsterdam," was designed as an ice-breaker to motivate participants by allowing them to experience immediate success through the recognition of internationalisms.
What conclusion does the author draw regarding L1 German speakers and Dutch?
The author concludes that L1 German speakers are highly capable of utilizing their mother tongue as a "key" to decode Dutch, thereby developing a preliminary level of receptive communicative competence.
- Citar trabajo
- Wiebke Pietzonka (Autor), 2013, Intercomprehension in Germanic Languages, Múnich, GRIN Verlag, https://www.grin.com/document/232046
