Gotowa bibliografia na temat „Intercomprehension (mutual intelligibility)”

Intercomprehension didactics aims at exploiting intercomprehension (or mutual intelligibility) for the time-saving acquisition of receptive skills in a language unfamiliar to an individual by systematically comparing it to cognate languages the individual is already proficient in. As the cognitive processes underlying intercomprehensive language acquisition seem to have much in common with those underlying translation activity, intercomprehension didactics might contribute to developing efficient new methods for multilingual translator training. The paper provides empirical evidence for the feasibility of intercomprehensive language instruction in translator training. It addresses the following questions: Does the exploitation of knowledge of Russian promote the comprehension of Polish texts and the subsequent translation of these texts into learners’ L1? How do translation competence and intercomprehension competence interact? To what extent can interference errors induced by false friends be avoided in the translation of texts decoded through intercomprehension?

The European Union is multilingual in its daily reality as well as in its legislation. The use of only one language as a communicative means among different peoples in Europe would greatly impact upon Europe’s capacity to federate diverse cultures and languages, not to mention the economic and cultural benefits enjoyed by the country whose language would become an inter-European language. With Intercomprehension (IC), the European citizens could overcome the risk of diminishing communicative exchanges: it promotes a direct, multilingual dialog tailoring the mindset and language specificity of each and every interlocutor. As such, IC bears the sign of a concrete action in favor of the cultural and language diversity. Two French movies – Euro-Mix (“L’auberge espagnole”) and its sequel Russian Dolls (“Les poupées russes”) – have been precisely selected as proof of this communication skill that avoids using a third language between two people speaking related languages.

Focusing on orthography as a primary linguistic interface in every reading activity, the central research question we address here is how orthographic intelligibility can be measured and predicted between closely related languages. This paper presents methods and findings of modeling orthographic intelligibility in a reading intercomprehension scenario from the information-theoretic perspective. The focus of the study is on two Slavic language pairs: Czech–Polish (West Slavic, using the Latin script) and Bulgarian–Russian (South Slavic and East Slavic, respectively, using the Cyrillic script). In this article, we present computational methods for measuring orthographic distance and orthographic asymmetry by means of the Levenshtein algorithm, conditional entropy and adaptation surprisal method that are expected to predict the influence of orthography on mutual intelligibility in reading.

The article is based on the research carried out among German-speaking students of the 10th and 11th grade of the Upper Sorbian Grammar School in Bautzen/Budyšin. The analysis concerns the way in which students who are learning Sor­bian at school perceive mutual intelligibility of the Slavic languages as a motivat­ing factor in their learning and using Sorbian. Two types of motivation language learning are described: the integrative and the instrumental kind. While integra­tive motivation seems not to play an essential role for Upper Sorbian Grammar School students as they are separated from Sorbian native-speakers, the instru­mental role is much more important. The evidence gathered in the research shows that Slavic languages intercomprehension is in some cases taken advantage of by students when they travel to the Czech Republic or to Poland. This may also facil­itate finding a job or studying abroad in Slavic countries.

This contribution seeks to provide a rational probabilistic explanation for the intelligibility of words in a genetically related language that is unknown to the reader, a phenomenon referred to as intercomprehension. In this research domain, linguistic distance, among other factors, was proved to correlate well with the mutual intelligibility of individual words. However, the role of context for the intelligibility of target words in sentences was subject to very few studies. To address this, we analyze data from web-based experiments in which Czech (CS) respondents were asked to translate highly predictable target words at the final position of Polish sentences. We compare correlations of target word intelligibility with data from 3-g language models (LMs) to their correlations with data obtained from context-aware LMs. More specifically, we evaluate two context-aware LM architectures: Long Short-Term Memory (LSTMs) that can, theoretically, take infinitely long-distance dependencies into account and Transformer-based LMs which can access the whole input sequence at the same time. We investigate how their use of context affects surprisal and its correlation with intelligibility.

.Cette thèse traite de l’intercompréhension entre langues romanes (ICLR) et de son historiographie de manière à répondre à un certain besoin soulevé par la communauté académique intercompréhentiste devant la complexité et la polysémie de ce concept moteur de la reconfiguration épistémologique, depuis les années 1990, de la Didactique des Langues. Son objectif est alors d’étudier l’émergence conceptuelle de l’ICLR, dans le contexte de la France, de ses langues et du contact avec celles des pays limitrophes, au tournant des XIXe et XXe siècles, puisqu’il semblerait que ce soit en partie de là qu’elle ait commencé à devenir un objet d’étude scientifique, notamment dans la mouvance et les tensions de l’institutionnalisation de la Linguistique Romane, comme en témoigne la première occurrence du terme en 1913 sous la plume de Jules Ronjat. Transposant la méthodologie de l’historiographie linguistique au concept d’ICLR, il s’agit de retracer l’histoire de la conceptualisation des savoirs (socio)linguistiques et (pré)didactiques sur cette notion pragmatique éminemment politique, non pour en développer une théorie mais pour offrir une description, une explication et une interprétation de son histoire contextualisée de façon à élargir ses fondements épistémologiques et produire un savoir réflexif assumant pleinement la nature de la connaissance historique de ce concept. En somme, les résultats de cette contribution empirique historiographique autour de l’ICLR pourront contribuer à la compréhension fondamentale des réalisations, des voies et parcours, des principes et techniques qui ont marqué l’évolution de cette aptitude intrinsèquement humaine à (ne pas) s’intercomprendre
.This thesis deals with intercomprehension between Romance languages (ICRL) and its historiography in order to respond to a certain demand raised by the academic intercomprehension community in view of the complexity and polysemy of this concept, which has been the driving force behind the epistemological reconfiguration of Language Didactics since the 1990s. Its objective is to study the conceptual emergence of ICRL, in the context of France, its languages and contact with those of neighboring countries, between the 19th and 20th centuries, since it would seem that it is partly from there that it began to become an object of scientific study, notably in the movement and tensions of the institutionalization of Romance Linguistics, as evidenced by the first occurrence of the term coined by Jules Ronjat in 1913. Transposing the methodology of linguistic historiography to the concept of ICRL, the aim is to retrace the history of the conceptualization of (socio) linguistic and (pre)didactic knowledge on this eminently political pragmatic notion, not in order to develop a theory of it but to offer a description, an explanation and an interpretation of its contextualized history so as to broaden its epistemological foundations and to produce a reflexive knowledge that fully assumes the nature of the historical knowledge of this concept. In sum, the results of this empirical historiographical contribution on ICRL may contribute to the fundamental understanding of the achievements, paths, principles and techniques that have marked the evolution of this intrinsically human ability to (not) understand each other
Esta tese trata da intercompreensão entre as línguas românicas (ICLR) e sua historiografia, a fim de responder a uma certa demanda levantada pela comunidade acadêmica do campo da intercompreensão em vista da complexidade e polissemia desse conceito, que tem sido a força motriz por trás da reconfiguração epistemológica da Didática da Língua desde os anos 90. Seu objetivo é estudar a emergência conceitual da ICLR, no contexto da França, de seus idiomas e do contato com os dos países vizinhos na virada dos séculos XIX e XX, pois parece que foi a partir desse momento que ela começou a se tornar objeto de estudo científico, notadamente no movimento e nas tensões da institucionalização da Linguística Românica, como evidencia a primeira ocorrência do termo em 1913 sob a pena de Jules Ronjat. Transpondo a metodologia da historiografia linguística para o conceito de ICLR, o objetivo é rastrear a história da conceituação do conhecimento (sócio)linguístico e (pré-)didático sobre essa noção pragmática eminentemente política, não para desenvolver uma teoria sobre ela, mas para oferecer uma descrição, uma explicação e uma interpretação de sua história contextualizada de modo a ampliar seus fundamentos epistemológicos e produzir um conhecimento reflexivo que assuma plenamente a natureza do conhecimento histórico desse conceito. Em suma, os resultados desta contribuição historiográfica empírica sobre a ICLR podem contribuir para a compreensão fundamental das realizações, vias e percursos, princípios e técnicas que marcaram a evolução dessa capacidade intrinsecamente humana de (não) intercomprender-se
Esta tesis aborda la intercomprension entre lenguas romanicas (ICLR) y su historiografia para responder a una cierta necesidad planteada por la comunidad academica del campo ante la complejidad y polisemia de este concepto, motor de la reconfiguracion epistemologica de la Didactica de las Lenguas desde los anos noventa. Su objetivo es estudiar la emergencia conceptual de la ICLR, en el contexto de Francia, sus lenguas y el contacto con las de los paises vecinos, en las postrimerias de los siglos XIX y XX, ya que parece que es en parte desde alli desde donde comienza a convertirse en objeto de estudio cientifico, especialmente en el movimiento y las tensiones de la institucionalizacion de la Linguistica Romanica, como atestigua la primera aparicion del termino en 1913 bajo la pluma de Jules Ronjat. Transponiendo la metodologia de la historiografia linguistica al concepto de ICLR, se trata de recorrer la historia de la conceptualizacion del conocimiento (socio) linguistico y (pre)didactico sobre esta nocion pragmatica eminentemente politica, no para desarrollar una teoria sobre la misma, sino para ofrecer una descripcion, una explicacion y una interpretacion de su historia contextualizada con el fin de ampliar sus fundamentos epistemologicos y producir un conocimiento reflexivo que asuma plenamente la naturaleza del conocimiento historico de este concepto. En suma, los resultados de esta aportacion historiografica empirica sobre la ICLR pueden contribuir a la comprension fundamental de los logros, caminos y rutas, principios y tecnicas que han marcado la evolucion de esta capacidad intrinsecamente humana de (no) entenderse
Questa tesi si occupa dell’intercomprensione tra le lingue romanze (ICLR) e della sua storiografia per rispondere a una certa esigenza della comunita accademica dell’intercomprensione di fronte alla complessita e alla polisemia di questo concetto, che e stato il motore della riconfigurazione epistemologica della didattica delle lingue a partire dagli anni Novanta. L’obiettivo e quello di studiare l’emergere concettuale dell’ICLR nel contesto della Francia, delle sue lingue e dei contatti con quelle dei paesi vicini, a cavallo tra Otto e Novecento, poiche sembrerebbe che proprio qui abbia iniziato a diventare oggetto di studio scientifico, in particolare nel contesto delle tensioni che circondano l’istituzionalizzazione della linguistica romanza, come testimonia il primo uso del termine nel 1913 da parte di Jules Ronjat. Trasponendo la metodologia della storiografia linguistica al concetto di ICLR, si vuole ripercorrere la storia della concettualizzazione della conoscenza (socio)linguistica e (pre)didattica di questa nozione pragmatica eminentemente politica, non per svilupparne una teoria, ma per offrire una descrizione, una spiegazione e un’interpretazione della sua storia contestualizzata, in modo da ampliarne le basi epistemologiche e produrre una conoscenza riflessiva che assuma pienamente la natura della conoscenza storica di questo concetto. In breve, i risultati di questo contributo storiografico empirico sull’ICLR possono contribuire a una comprensione fondamentale delle conquiste, dei percorsi e delle vie, dei principi e delle tecniche che hanno segnato l’evoluzione di questa capacita intrinsecamente umana di (non) capirsi

This study contributes to a better understanding of receptive multilingualism by determining similarities and differences in successful processing of written and spoken cognate words in an unknown but (closely) related language. We investigate two Slavic languages with regard to their mutual intelligibility. The current focus is on the recognition of isolated Bulgarian words by Russian native speakers in a cognate guessing task, considering both written and audio stimuli. The experimentally obtained intercomprehension scores show a generally high degree of intelligibility of Bulgarian cognates to Russian subjects, as well as processing difficulties in case of visual vs. auditory perception. In search of an explanation, we examine the linguistic factors that can contribute to various degrees of written and spoken word intelligibility. The intercomprehension scores obtained in the online word translation experiments are correlated with (i) the identical and mismatched correspondences on the orthographic and phonetic level, (ii) the word length of the stimuli, and (iii) the frequency of Russian cognates. Additionally we validate two measuring methods: the Levenshtein distance and the word adaptation surprisal as potential pr