UID:
almahu_9949178795402882
Format:
x, 328 p.
Edition:
1st ed.
ISBN:
1-282-15459-1
,
9786612154591
,
90-272-9247-7
Series Statement:
Hamburg studies on multilingualism, v. 6
Content:
If the goal of receptive multilingualism is to be attained in the European context, new pedagogical concepts must be developed, tested and implemented. The following discussion has as its focus the learning of a new, tertiary and possibly related foreign language (FL), employing two models, Meißner's Spontaneous Learner Grammar and Hufeisen's Factor model, as a theoretical framework. It is shown how these modelshave been used to investigate tertiary language learning and how these concepts apply to improving the reception of new FLs. Two projects, DaFnE and EuroComGerm, are considered, both of which aim to help students use their knowledge of a related, previouslylearned FL in order to achieve receptive competencies in a new FL.
Note:
Bibliographic Level Mode of Issuance: Monograph
,
Receptive Multilingualism -- Editorial page -- Title page -- LCC data -- dedication page -- Contents -- About the authors -- Introduction -- Receptive Multilingualism. Linguistic analyses, language policiesand didactic concepts -- The contents of the contributions -- Part 1: Historical Development of Receptive Multilingualism -- Part 2: Receptive multilingualism in discourse -- Part 3: Testing mutual understanding in receptive multilingual communication -- Part 4: Determining the possibilities of reading comprehension in related languages -- Notes -- References -- Part 1. Historical development of receptive multilingualism -- Receptive multilingualism in Northern Europe in the Middle Ages -- 1. Issues and historical development of receptive multilingualism -- 1.1 A short outline of some issues of receptive multilingualism -- 1.2 Receptive multilingualism and nationalism -- 1.3 Outline of the further discussion -- 2. Forms of multilingualism in Northern Europe during the Middle Ages -- 2.1 Receptive vs. productive multilingualism -- 2.2 Functions and domains of languages in the Middle Ages and early Modern Times -- 3. The historical situation in Northern Europe in relation to the forms of multilingualism -- 4. Three examples for the role of receptive multilingualism in L2-language learning -- 4.1 The morphological form of the definite article -- 4.2 An 'imported' periphrastic genitive construction -- 4.3 Changes in the preference in word order -- 5. Concluding remark -- Notes -- References -- Linguistic diversity in Habsburg Austria as a model for modern European language policy -- 1. Introduction -- 2. Multinational communication and the Habsburg model -- 2.1 Language policy in the nineteenth-century Habsburg Austria -- 2.2 Language policy and education -- 2.3 Language policy and administration -- 2.4 Language policy in the judiciary.
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3. The lesson to be learned -- 4. Conclusion -- Notes -- References -- Part 2. Receptive multilingualism in discourse -- Receptive multilingualism in Dutch-German intercultural team cooperation -- 1. Introduction -- 2. Receptive multilingualism as a form of multilingual communication -- 2.1 Language contact between two nations -- 2.2 Institutional constellation -- 2.3 The interactants' perspective -- 3. The Goethe-Institute Amsterdam -- 4. Receptive multilingual mode of the speech action pattern"Interactive Planning" -- 5. Institutional keywords -- 6. Receptive multilingualism and intercultural discourse -- 7. Discussion and conclusions -- Notes -- References -- Receptive multilingualism and inter-Scandinavian semicommunication -- 1. Introduction -- 2. Receptive multilingualism: A theoretical overview -- 2.1 Receptive multilingualism and unrelated/remotely related languages -- 2.2 Receptive multilingualism and closely related languages -- 2.3 Receptive multilingual communication and semicommunication -- 2.4 A consensual sphere as a condition for mutual understanding -- 2.5 Receptive multilingualism and multilingual discourses -- 3. Interscandinavian semicommunication: An authentic example -- 3.1 Preliminary remarks -- 3.2 Interscandinavian communication -- 3.3 Interscandinavian work groups and panel discussions -- 3.4 The role of a common background -- 3.5 Dealing with trouble sources -- 3.6 Neighbouring-language acquisition -- 4. Conclusion -- Notes -- References -- Receptive multilingualism in Switzerland and the case of Biel/Bienne -- 0. Introduction -- 1. The context: Switzerland as a multilingual nation -- 2. Four models of interlingual communication in Switzerland -- 3. The case of Biel/Bienne - an officially bilingual city -- 4. The research project bil.bienne: bilinguisme à bienne - Kommunikation in einer zweisprachigen Stadt.
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5. Language choice in a Swiss multilingual setting -- 6. How multilingual communication works in Biel/Bienne and in Fribourg -- 7. Conclusion -- Notes on the transcriptions -- Notes -- References -- The Swiss model of plurilingual communication -- 1. Introduction -- 2. The educational context -- 3. French-German intercommunity communication: from myth to reality -- 4. Examples of intercommunity communication at work -- 5. Perspectives -- Notes -- References -- Receptive multilingualism in business discourses -- 1. Introduction -- 2. Aspects and functions of multilingualism -- 3. Business negotiations -- 4. Language choice -- 5. The data -- 6. Multilingual discourse -- 7. Code Switching -- 7.1 Code Switching for Small Talk -- 7.2 Strategical Code Switching -- 8. Conclusion -- Notes -- References -- Speaker stances in native and non-native English conversation -- 1. Introduction -- 2. The database -- 3. Co-occurrence patterns of I in English L1 and ELF conversation -- 3.1 Mental verbs -- 3.2 Material verbs -- 3.3 Relational verb types -- 3.4 Verbal verbs -- 4. Conclusion -- Transcription symbols -- Notes -- References -- Part 3. Testing mutual understanding in receptive multilingual communication -- Understanding differences in inter-Scandinavian language understanding -- 1. Introduction -- 2. Differences in understanding -- 3. Testing understanding in different ways -- 4. Conclusions -- Notes -- References -- Appendix -- Scandinavian intercomprehension today -- 1. Introduction -- 2. The investigation -- 2.1 The test -- 2.2 The investigation -- 2.3 General results -- 2.4 Scandinavian as a second language -- 2.5 Comprehension of neighbouring languages in the different cities -- 2.6 Age differences -- 2.7 Comparison with Maurud -- 2.8 Comprehension of English -- 2.9 Analysis -- 3. Final remark -- Notes -- References.
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Part 4. Determining the possibilities of reading comprehension in related languages -- Interlingual text comprehension -- 1. Introduction -- 1.1 Aim of the research -- 1.2 Frisian and Afrikaans in relation to Dutch -- 1.2 Frisian and Afrikaans -- 2. Intelligibility -- 2.1 Method -- 2.2 Which language is more difficult to understand, Frisian or Afrikaans? -- 3. Attitudes -- 3.1 Method -- 3.2 Can the difference in intelligibility between Frisian and Afrikaans be explained by differences in language attitudes? -- 4. Linguistic distances -- 4.1 Method -- 4.2 Can the difference in intelligibility between Frisian and Afrikaans be explained on the basis of the linguistic distance? -- 5. Conclusion and discussion -- Notes -- References -- Appendix A: The Afrikaans version of the dating text -- Processing levels in foreign-language reading -- 1. Introduction -- 2. Research on reading -- 3. Models of interaction and processing levels during reading -- 4. Processing levels of the reading process -- 4.1 Graphemic level: eye movements, visual word recognition and phonological recoding -- 4.2 Word recognition with lexical access and recognition in context -- 4.3 Sentence processing -- 4.4 Form, content and the role of prior knowledge -- 4.5 Semantic analysis -- 5. Code-switching -- 6. Processing levels, reading and acquiring related languages -- References -- A computer-based exploration of the lexical possibilities of intercomprehension -- 1. The role of cognates in reading a closely related language -- 2. The project -- 3. Which "previous knowledge" is necessary? -- 3.1 The main sound correspondences and their statistical importance -- 3.2 Correspondence and similarity -- 3.3 Correspondence rules -- 4. The program NL-D-KOG -- 5. Results -- 6. Misleading cognates -- 7. A "Cloze test" -- 8. Conclusion -- Notes -- References.
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How can DaFnE and EuroComGerm contribute to the concept of receptive multilingualism? -- 1. Introduction -- 2. Theoretical background -- 2.1 Multilingual processing model: Spontaneous learner grammar -- 2.2 Hufeisen's factor model -- 3. Recent examples of linguistic research and good applied practice -- 3.1 Multiple-language acquisition: Tertiärsprachenkonzept - German after English (DaFnE) -- 3.2 EuroComGerm and eag -- 4. Conclusion -- Notes -- References -- Index of names -- Index of subjects -- The series Hamburg Studies on Multilingualism.
,
English
Additional Edition:
ISBN 90-272-1926-5
Language:
English
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