Startseite Linguistik & Semiotik 19 Foreign Romance Language Learning and the Didactics of Multiand Plurilingualism
Kapitel
Lizenziert
Nicht lizenziert Erfordert eine Authentifizierung

19 Foreign Romance Language Learning and the Didactics of Multiand Plurilingualism

  • Franz-Joseph Meißner
Veröffentlichen auch Sie bei De Gruyter Brill
Erkunden Sie dieses Fachgebiet So veröffentlichen Sie bei uns
Manual of Applied Romance Linguistics
Ein Kapitel aus dem Buch Manual of Applied Romance Linguistics

Abstract

Multilingual intercultural communication is one of the characteristics of today’s highly interconnected world that clearly conveys new organisational and didactic challenges for foreign language learning and teaching. In addition to the role of new technologies and methodological issues, this also brings English and multilingualism to the fore. Against this background, the intercomprehensibility of Romance languages represents a special field, encompassing nearly 800.000.000 romanophone native speakers (for whom the sister languages are easily accessible) and countless learners of Romance languages in general. There is a very strong worldwide demand for learning these languages. With a first Romance language, students already largely acquire a system and vocabulary that allows them to easily develop reading competence in the sister languages. This applies to their role as bridge languages as well as target languages to learners with very different mother tongues. In addition, in the last five decades, the psychology of learning and foreign language research have stressed the impact of relevant previous knowledge for learning efficiency. The intercomprehension approach, which has been developed on robust empirical evidence since the 1990s, is fully in line with these findings. As several empirical studies on different learner populations concerning age, mother tongues, and language learning experiences prove, the intercomprehension method does not only foster plurilingualism but also self-efficacy in matters of foreign language learning in general. The chapter summarises the current status of the didactics of plurilingualism with special regard to Romance target languages.

Abstract

Multilingual intercultural communication is one of the characteristics of today’s highly interconnected world that clearly conveys new organisational and didactic challenges for foreign language learning and teaching. In addition to the role of new technologies and methodological issues, this also brings English and multilingualism to the fore. Against this background, the intercomprehensibility of Romance languages represents a special field, encompassing nearly 800.000.000 romanophone native speakers (for whom the sister languages are easily accessible) and countless learners of Romance languages in general. There is a very strong worldwide demand for learning these languages. With a first Romance language, students already largely acquire a system and vocabulary that allows them to easily develop reading competence in the sister languages. This applies to their role as bridge languages as well as target languages to learners with very different mother tongues. In addition, in the last five decades, the psychology of learning and foreign language research have stressed the impact of relevant previous knowledge for learning efficiency. The intercomprehension approach, which has been developed on robust empirical evidence since the 1990s, is fully in line with these findings. As several empirical studies on different learner populations concerning age, mother tongues, and language learning experiences prove, the intercomprehension method does not only foster plurilingualism but also self-efficacy in matters of foreign language learning in general. The chapter summarises the current status of the didactics of plurilingualism with special regard to Romance target languages.

Kapitel in diesem Buch

  1. Frontmatter I
  2. Manuals of Romance Linguistics V
  3. Contents VII
  4. 1 Applied Romance Linguistics: Introduction to the Present Volume 1
  5. I Methodology and Methods
  6. 2 Methods of Empirical Social Research for Applied Romance Studies 17
  7. 3 Empirical Research Methods in the Didactics of Romance Languages 35
  8. 4 Corpus Linguistic Methods and the History of Romance Languages 57
  9. II Language, Society and Knowledge
  10. 5 Language and Space 83
  11. 6 Language and the Public Sphere 105
  12. 7 Language Policy and Language Planning 125
  13. 8 Language Criticism and Language Consulting 147
  14. 9 Language Diversity and Language Rights 183
  15. 10 Discourse Linguistics and Discourse Studies 207
  16. 11 Conversational Linguistics and Pragmalinguistics 221
  17. 12 Translation and Interpreting 239
  18. 13 Intercultural Communication 257
  19. 14 Language and Mobility 273
  20. 15 Language and Identity 293
  21. 16 Language Ideologies and Language Attitudes 309
  22. 17 Digital Communication and Internet Linguistics 333
  23. III Language Acquisition and Language Education
  24. 18 Bilingual Teaching and Learning 357
  25. 19 Foreign Romance Language Learning and the Didactics of Multiand Plurilingualism 379
  26. 20 Foreign Language Learning and Age 399
  27. 21 Heritage-Related Multilingualism and Foreign Language Learning 423
  28. 22 Language Learning and Technologies 445
  29. 23 Applied Linguistics and Knowledge Exchange: Promoting Plurilingualism and Language Education 467
  30. IV Communication for Special Purposes
  31. 24 Language and Economy 485
  32. 25 Language and Professional Communication 515
  33. 26 Language and Marketing 537
  34. 27 Language and Politics 553
  35. 28 Forensic Linguistics 571
  36. 29 Linguistic Approaches to Health Communication 589
  37. Index 609
https://doi.org/10.1515/9783110686593-019

Kapitel in diesem Buch

  1. Frontmatter I
  2. Manuals of Romance Linguistics V
  3. Contents VII
  4. 1 Applied Romance Linguistics: Introduction to the Present Volume 1
  5. I Methodology and Methods
  6. 2 Methods of Empirical Social Research for Applied Romance Studies 17
  7. 3 Empirical Research Methods in the Didactics of Romance Languages 35
  8. 4 Corpus Linguistic Methods and the History of Romance Languages 57
  9. II Language, Society and Knowledge
  10. 5 Language and Space 83
  11. 6 Language and the Public Sphere 105
  12. 7 Language Policy and Language Planning 125
  13. 8 Language Criticism and Language Consulting 147
  14. 9 Language Diversity and Language Rights 183
  15. 10 Discourse Linguistics and Discourse Studies 207
  16. 11 Conversational Linguistics and Pragmalinguistics 221
  17. 12 Translation and Interpreting 239
  18. 13 Intercultural Communication 257
  19. 14 Language and Mobility 273
  20. 15 Language and Identity 293
  21. 16 Language Ideologies and Language Attitudes 309
  22. 17 Digital Communication and Internet Linguistics 333
  23. III Language Acquisition and Language Education
  24. 18 Bilingual Teaching and Learning 357
  25. 19 Foreign Romance Language Learning and the Didactics of Multiand Plurilingualism 379
  26. 20 Foreign Language Learning and Age 399
  27. 21 Heritage-Related Multilingualism and Foreign Language Learning 423
  28. 22 Language Learning and Technologies 445
  29. 23 Applied Linguistics and Knowledge Exchange: Promoting Plurilingualism and Language Education 467
  30. IV Communication for Special Purposes
  31. 24 Language and Economy 485
  32. 25 Language and Professional Communication 515
  33. 26 Language and Marketing 537
  34. 27 Language and Politics 553
  35. 28 Forensic Linguistics 571
  36. 29 Linguistic Approaches to Health Communication 589
  37. Index 609
Jetzt anmelden und 20% sparen
Institutioneller Zugang
Wie funktioniert Authentifizierung?
Haben Sie eine Idee, wie wir unsere Website verbessern können?
Bitte schreiben Sie uns.
© 2025 De Gruyter Brill
Heruntergeladen am 17.11.2025 von https://www.degruyterbrill.com/document/doi/10.1515/9783110686593-019/html
Button zum nach oben scrollen