Faculty of Translation and Interpreting Course syllabus Year 20152016 Intercomprehension (21531) Degree/studies: Bachelor's Degree in Applied Languages Year: fourth Term: first Number of ECTS credits: 4 ECTS Student dedication time: 100 hours Course type: Compulsory Plenary session teacher: Esteve Clua Language of instruction: Catalan 1. Course presentation This is an initiation course to linguistic intercomprehension in which the main concepts regarding this discipline will be presented. The students will also practice intercomprehension between Romance languages that will make them able to understand standard written texts in these languages. With this base, the students will have to develop a teaching Romance intercomprehension proposal addressed to high school students. 2. Competencies to be attained: Upon completing the degree programme a host of skills should be attained and this subject addresses the following skills defined in the form of learning outcomes): ● ● ● ● G.18. Recognition and understanding of cultural diversity and multiculturalism: being able to recognise and to interpret several grammatical variants (phonological, morphological, syntactical...) in the Romance languages. G. 20. Autonomous and continuous learning skills: Being able to autonomously achieve basic grammar knowledge of the Romance languages. S.2. Oral and written receptive command of at least two foreign languages: being able to understand a standard journalistic text in a Romance language that the student hasn't learned before. S.12. Ability to search and manage information and documentation: being able to search and interpret information on graduate courses in different Romance languages. 3. Contents ● Linguistic intercomprehension . Multilingualism and intercomprehension. Romance intercomprehension. ● ● The main methods of Romance intercomprehension : Eurocomrom, Eurom5, Euromania, IC4+, etc. Written intercomprehension. The deductive processes in the reading intercomprehension . Techniques to improve the deductive processes. ● ● ● ● ● ● ● ● ● International vocabulary . International vocabulary and Romance languages. Examples of internationalisms in texts in the different Romance languages. Panromance vocabulary . Phonic correspondence . Recognition of the panromance and international lexicon. Evolutionary divergences in Romance languages. Spellings and pronunciations . Main differences in the graphic representation of Romance sound. Main phonic processes. Basic syntactic structures . Fundamental types of clauses. Morphological elements . Morphological correspondence and divergences between Romance languages. Nominal and verbal morphology. Eurofixes: prefixes and suffixes . The meaning of words through suffixes and prefixes. Most productive prefixes and suffixes. Affix work of acknowledgement. Specific vocabulary. The distinctive vocabulary features in Romance languages Romanian , Portuguese, Italian and French mini grammars. Oral intercomprehension. Problems and strategies. Intercomprehension strategies design. Learning and teaching audience, languages, learning goals, task and evaluation organisation. 4. Evaluation and reassessment Evaluation Reassessment Evaluation activity Percentage of the final mark Can it be reassessed? Percentage of the final mark Reassessmen t type Requirements and remarks: Research and reading exercise on academic texts in the Romance languages studied at class. 15 % No Competencies: S.2, S.12 Creating an intercomprehension learning unit for high school students 40 % No 4 people group work Competencies: G.18, G.20 Involvement in the seminar assignments. 5 % No Competencies: S.12 60 % Exam: reading exercises of journalistic and/or academic texts in Romance languages + some questions on the mandatory readings. The student must pass the final exam in order to pass the course Competencies: G.18, S.2 Final exam: reading exercises of journalistic and/or academic texts in Romance languages + some questions on the mandatory readings. 40 % Yes 5. Methodology: training activities The teaching process direction is based on an abilitycentred approach in which all the activities that the student carries out are stressed. The goal is to expose the students to certain situations and educational resources that require the execution of specific tasks and the analysis of increasingly complex texts from an integrated perspective. The teachinglearning activity is structured by way of the following educational guidelines: In the plenary sessions the teacher will introduce the main concepts of this discipline and the basic aspects regarding the intercomprehensive methodology. The students will also work on the implementation and internalisation of these aspects by way of exercises about intercomprehension, deduction, grammar hypothesis building, etc. In the seminars conceived as interactive work sessions between the students and the teacher the students will execute specific tasks based on the descriptions seen in the plenary sessions; this will allow the teachers to encourage more efficiently the active involvement of the students. The exercises will be focused on the intercomprehension process of the different Romance languages that the students will develop. In the seminars the students will go through and discuss all the work done outside the classroom. 6. Mandatory readings ( articles and book chapters uploaded in the Aula Global) CLUA ET ALII. (2003) Introducció Eurocomrom . DOYÉ, P eter (2005) Intercomprehension. MEISSNER , FranzJoseph (2003) Esquisse d’une didactique de l’eurocompréhension. EUROCOMROM : Lectura de textos. Correspondències fòniques. Grafies i pronunciació. Estructures sintàctiques. Elements morfològics. ● ROMANICA INTERCOM: Methodology. ● ● ● ● 7. Basic course bibliography ● BONVINO, Elisabetta (et alii) (2011) Eurom5 . Roma: Hoepli. ● C ADDEO, Sandrine & JAMET , Marie Cristine (2013) l’intercomprehension: un autre approche pour l’enseignement des langues. París: Hachette. ● CLUA, E steve, ESTELRICH, Pilar, KLEIN, Horst G. & Tilbert D. STEGMANN (2003) EuroComR om Els set sedassos. Aprendre a llegir les llengües romàniques simultàniament, Aachen: Shaker Verlag. ● E SCUDÉ, Pierre et alii (2008), Euromania . Toulouse: CRDP MidiPyrénées. ● E SCUDÉ, Pierre & JANIN, Pierre (2010) L'intercompréhension clé du plurilinguisme , Paris : Clé international. ● M ARTÍN, E rnesto, CLUA, E steve, KLEIN, Horst G. & Tilbert D. STEGMANN (2005) EuroComRom – Los siete tamices. Un fácil aprendizaje de la lectura en todas las lenguas románicas. Aachen: Shaker Verlag. ● MEIßNER , FranzJoseph; MEIßNER, CLAUDE; KLEIN, Horst G. & Tilbert D. STEGMANN (2004) EuroCom Rom – Les sept tamis: lire les langues romanes dès le depart. Aachen: Shaker Verlag. ● SCHMIDELY , Jack (coord.) (2001) de una a cuatro lengua. Intercomprensión romànica: de español al portugués, al italiano y al francés. Madrid: Arco/Libros, S.L.
© Copyright 2026 Paperzz