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.
Inhaltsverzeichnis (Table of Contents)
- Introduction
- Intercomprehension in Germanic Languages
- Intercomprehension – Definition(s)
- Learning Processes and Reading Strategies
- Intercomprehension in Germanic Languages - Diachronic Aspects
- L1 German and L2 English as Transfer Resources for Reading Comprehension in Dutch - A Study
- Theoretical Background
- Methodology
- Results
- Critical Discussion
- Conclusion
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This paper aims to demonstrate that German L1 speakers can understand the main content of a short text in Dutch, a language none of the study participants had formally learned. It explores the role of Germanic intercomprehension in facilitating this comprehension, specifically examining whether German L1 speakers with high proficiency in English L2 have a higher success rate than those with lower-intermediate English proficiency. The study also delves into the potential of Germanic intercomprehension. Here are some key themes addressed in this work:- Intercomprehension as a learning principle for achieving multilingualism
- The significance of receptive multilingualism in a multicultural Europe
- The role of L1 German and L2 English in facilitating comprehension of Dutch
- The potential and limitations of Germanic intercomprehension
- The importance of linguistic relatedness and diachronic development in intercomprehensive processes
Zusammenfassung der Kapitel (Chapter Summaries)
Introduction: This chapter highlights the importance of intercomprehension in facilitating multilingualism and communication. It explores the challenges of language barriers within the EU and the need for alternative approaches to achieving mutual understanding. This sets the stage for the study that will examine the potential of Germanic intercomprehension for reading comprehension in Dutch.
Intercomprehension in Germanic Languages: This section defines and examines the concept of intercomprehension, highlighting the transfer of linguistic and cognitive knowledge from known languages to unfamiliar ones. It discusses key learning processes and reading strategies involved in intercomprehension, and further analyzes the diachronic development of English, German, and Dutch, emphasizing their linguistic relatedness as a foundation for intercomprehensive processes.
L1 German and L2 English as Transfer Resources for Reading Comprehension in Dutch - A Study: This chapter provides a comprehensive overview of the study. It delves into the theoretical background, methodology, results, and a critical discussion of the findings.
Schlüsselwörter (Keywords)
This study focuses on intercomprehension, especially in the context of Germanic languages. It examines the role of linguistic relatedness and transfer in facilitating reading comprehension of Dutch by German L1 speakers. Key concepts include receptive multilingualism, language policy, Eurocomprehension, and the impact of L2 English proficiency. The study also explores the potential of intercomprehension as a learning principle for achieving multilingual communication within a multicultural Europe.- Arbeit zitieren
- Wiebke Pietzonka (Autor:in), 2013, Intercomprehension in Germanic Languages, München, GRIN Verlag, https://www.grin.com/document/232046
