Empirisch geprüft: Interkomprehensionskompetenz, Vorwissen, Spracherlebnis, Lernerautonomisierung.

Autor/in	Meißner, Franz-Joseph
Titel	Empirisch geprüft: Interkomprehensionskompetenz, Vorwissen, Spracherlebnis, Lernerautonomisierung.
Quelle	Aus: Doyé, Peter (Hrsg.); Meißner, Franz-Joseph (Hrsg.): Lernerautonomie durch Interkomprehension. Projekte und Perspektiven. Tübingen: Narr (2010) S. 193-224Verfügbarkeit
Reihe	Giessener Beiträge zur Fremdsprachendidaktik
Beigaben	Abbildungen; Anhang; Anmerkungen; Literaturangaben
Sprache	deutsch; französische Zitate; spanische Zitate
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	978-3-8233-6548-8
Schlagwörter	Weltwissen; Empirische Forschung; Hörverstehen; Schule; Autonomes Lernen; Lernmethode; Hörverstehen; Interkomprehension; Romanische Sprache; Lesen
Abstract	This paper reflects some findings concerning the relationship of intercomprehensive practice with Romance languages and the increase of learner autonomy. The test persons were German speaking students of French and/or Spanish and/or English. The data are related to the following questions: Up to what level can these students understand 'unknown' Romance languages via intercomprehension? Can intercomprehension be fostered within short time? What is the relationship between the previous plurilingual knowledge and intercomprehension? How does experience with intercomprehension influence attitudes towards languages and language learning? Do all Romance languages facilitate the understanding of other Romance languages to the same extent? What does intercomprehensive reading mean for the promotion of self-guidance and metacognition? Can writing in 'unknown' languages, which visualizes the learners' interlanguages, forward metcognition? What is the more general impact on foreign language learning and teaching? The relevance of the findings is, of course, limited by the sample in which the data were gathered. (Verlag, adapt.).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2025/4