Receptive Multilingualism: Linguistic analyses, language policies and didactic concepts (Hamburg Studies on Multilingualism)

Receptive Multilingualism......Page 2
Editorial page......Page 3
Title page......Page 4
LCC data......Page 5
dedication page......Page 6
Contents......Page 8
About the authors......Page 10
Receptive Multilingualism. Linguistic analyses, language policiesand didactic concepts......Page 12
Part 1: Historical Development of Receptive Multilingualism......Page 18
Part 2: Receptive multilingualism in discourse......Page 20
Part 3: Testing mutual understanding in receptive multilingual communication......Page 25
Part 4: Determining the possibilities of reading comprehension in related languages......Page 27
References......Page 30
Part 1. Historical development of receptive multilingualism......Page 34
1.1 A short outline of some issues of receptive multilingualism......Page 36
1.2 Receptive multilingualism and nationalism......Page 38
1.3 Outline of the further discussion......Page 40
2.1 Receptive vs. productive multilingualism......Page 41
2.2 Functions and domains of languages in the Middle Ages and early Modern Times......Page 44
3. The historical situation in Northern Europe in relation to the forms of multilingualism......Page 47
4. Three examples for the role of receptive multilingualism in L2-language learning......Page 50
4.1 The morphological form of the definite article......Page 51
4.2 An ‘imported’ periphrastic genitive construction......Page 52
5. Concluding remark......Page 53
Notes......Page 54
References......Page 55
1. Introduction......Page 60
2. Multinational communication and the Habsburg model......Page 63
2.1 Language policy in the nineteenth-century Habsburg Austria......Page 64
2.2 Language policy and education......Page 68
2.3 Language policy and administration......Page 70
2.4 Language policy in the judiciary......Page 72
3. The lesson to be learned......Page 75
4. Conclusion......Page 77
Notes......Page 79
References......Page 81
Part 2. Receptive multilingualism in discourse......Page 82
1. Introduction......Page 84
2.1 Language contact between two nations......Page 86
2.3 The interactants’ perspective......Page 88
3. The Goethe-Institute Amsterdam......Page 89
4. Receptive multilingual mode of the speech action pattern“Interactive Planning”......Page 92
5. Institutional keywords......Page 99
6. Receptive multilingualism and intercultural discourse......Page 103
7. Discussion and conclusions......Page 107
Notes......Page 108
References......Page 109
1. Introduction......Page 114
2.2 Receptive multilingualism and closely related languages......Page 116
2.3 Receptive multilingual communication and semicommunication......Page 117
2.4 A consensual sphere as a condition for mutual understanding......Page 118
2.5 Receptive multilingualism and multilingual discourses......Page 119
3.1 Preliminary remarks......Page 121
3.2 Interscandinavian communication......Page 122
3.3 Interscandinavian work groups and panel discussions......Page 123
3.4 The role of a common background......Page 126
3.5 Dealing with trouble sources......Page 128
3.6 Neighbouring-language acquisition......Page 130
4. Conclusion......Page 137
Notes......Page 139
References......Page 142
0. Introduction......Page 148
1. The context: Switzerland as a multilingual nation......Page 149
2. Four models of interlingual communication in Switzerland......Page 153
3. The case of Biel/Bienne — an officially bilingual city......Page 154
4. The research project bil.bienne: bilinguisme à bienne — Kommunikation in einer zweisprachigen Stadt......Page 156
5. Language choice in a Swiss multilingual setting......Page 157
6. How multilingual communication works in Biel/Bienne and in Fribourg......Page 159
7. Conclusion......Page 165
Notes......Page 166
References......Page 167
1. Introduction......Page 170
2. The educational context......Page 172
3. French–German intercommunity communication: from myth to reality......Page 175
4. Examples of intercommunity communication at work......Page 177
5. Perspectives......Page 183
References......Page 186
1. Introduction......Page 190
2. Aspects and functions of multilingualism......Page 191
3. Business negotiations......Page 193
5. The data......Page 194
6. Multilingual discourse......Page 195
7.1 Code Switching for Small Talk......Page 197
7.2 Strategical Code Switching......Page 199
8. Conclusion......Page 202
References......Page 203
1. Introduction......Page 206
2. The database......Page 209
3. Co-occurrence patterns of I in English L1 and ELF conversation......Page 211
3.1 Mental verbs......Page 212
3.3 Relational verb types......Page 216
3.4 Verbal verbs......Page 217
4. Conclusion......Page 220
References......Page 222
Part 3. Testing mutual understanding in receptive multilingual communication......Page 226
1. Introduction......Page 228
2. Differences in understanding......Page 231
3. Testing understanding in different ways......Page 235
4. Conclusions......Page 237
Notes......Page 238
References......Page 239
Appendix......Page 241
1. Introduction......Page 242
2. The investigation......Page 244
2.1 The test......Page 245
2.2 The investigation......Page 246
2.3 General results......Page 247
2.4 Scandinavian as a second language......Page 248
2.5 Comprehension of neighbouring languages in the different cities......Page 249
2.6 Age differences......Page 250
2.7 Comparison with Maurud......Page 251
2.8 Comprehension of English......Page 253
2.9 Analysis......Page 254
3. Final remark......Page 255
Notes......Page 256
References......Page 257
Part 4. Determining the possibilities of reading comprehension in related languages......Page 258
1.1 Aim of the research......Page 260
1.2 Frisian and Afrikaans......Page 261
2.1 Method......Page 262
2.2 Which language is more difficult to understand, Frisian or Afrikaans?......Page 263
3.2 Can the difference in intelligibility between Frisian and Afrikaans be explained by differences in language attitudes?......Page 264
4.1 Method......Page 266
4.2 Can the difference in intelligibility between Frisian and Afrikaans be explained on the basis of the linguistic distance?......Page 269
5. Conclusion and discussion......Page 271
References......Page 273
Appendix A: The Afrikaans version of the dating text......Page 275
1. Introduction......Page 276
2. Research on reading......Page 277
3. Models of interaction and processing levels during reading......Page 278
4. Processing levels of the reading process......Page 279
4.1 Graphemic level: eye movements, visual word recognition and phonological recoding......Page 280
4.2 Word recognition with lexical access and recognition in context......Page 281
4.3 Sentence processing......Page 284
4.5 Semantic analysis......Page 287
5. Code-switching......Page 289
6. Processing levels, reading and acquiring related languages......Page 290
References......Page 291
1. The role of cognates in reading a closely related language......Page 296
2. The project......Page 297
3.1 The main sound correspondences and their statistical importance......Page 299
3.2 Correspondence and similarity......Page 302
3.3 Correspondence rules......Page 303
4. The program NL-D-KOG......Page 307
5. Results......Page 310
6. Misleading cognates......Page 311
7. A “Cloze test”......Page 312
8. Conclusion......Page 313
Notes......Page 314
References......Page 315
1. Introduction......Page 318
2. Theoretical background......Page 320
2.1 Multilingual processing model: Spontaneous learner grammar......Page 321
2.2 Hufeisen’s factor model......Page 323
3.1 Multiple-language acquisition: Tertiärsprachenkonzept — German after English (DaFnE)......Page 326
3.2 EuroComGerm and eag......Page 327
Notes......Page 330
References......Page 331
Index of names......Page 334
Index of subjects......Page 337
The series Hamburg Studies on Multilingualism......Page 340