Romance languages and EFL: friends or foes? A study on the effects of romance intercomprehension training on plurilingual competence and EFL reading skills in young learners

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• dc.contributor.author Arenare, Giovanna
• dc.contributor.author Carrasco Perea, Encarnación
• dc.contributor.author López Ferrero, Carmen
• dc.date.accessioned 2022-01-20T09:44:45Z
• dc.date.issued 2021
• dc.description.abstract This article focuses on the effects of a 21-hour Romance Intercomprehension (RIC) module on the plurilingual competence in Romance languages of no prior knowledge and EFL reading comprehension skills of a group of Italian schoolchildren aged 10–11. Data were collected pre- and post-training through a simple language identification and comprehension questionnaire (within subjects, n = 19), and an EFL reading comprehension test (between subjects, RIC group n = 15; control n = 23), to answer the following questions: 1) What type of plurilingual reading strategies and competence can a short RIC module develop in a school con-text? and 2) Do the competences and strategies acquired through such a RIC course affect proficiency in EFL reading comprehension? Comparisons of pre- and post-test results indicated not only that the RIC-trained group did develop an initial level of plurilingual competence in Romance languages, but also that their EFL reading comprehension skills improved more than those of the control group. Further research is needed to substantiate these data and confirm this strategy transfer. However, alongside validating Intercomprehension methodology for quick development of plurilingual reading competence, this study seems to indicate that such competence can be extended outside a language family even in young learners.
• dc.description.sponsorship This work was supported by Ministerio de Ciencia e Innovación y Agéncia Estatal de Investigación, Research Project Inter_ECODAL [grant no. PID2020-113796RB-I00]; Agència de Gestió d’Ajuts Universitaris i de Recerca (AGAUR), Research Project Grupo Gr@ael [grant no. 2017SGR 915 ]; the Italian Ministry of Education (three-year paid leave for doctoral studies) [grant no. prot. 0007095 of 10.06.2019].
• dc.format.mimetype application/pdf
• dc.identifier.citation Arenare G, Carrasco Perea E, López Ferrero C. Romance languages and EFL: friends or foes? A study on the effects of romance intercomprehension training on plurilingual competence and EFL reading skills in young learners. Int J Multiling. 2024;21(1):189-209. DOI: 10.1080/14790718.2021.2019746
• dc.identifier.doi http://dx.doi.org/10.1080/14790718.2021.2019746
• dc.identifier.issn 1479-0718
• dc.identifier.uri http://hdl.handle.net/10230/52271
• dc.language.iso eng
• dc.publisher Taylor & Francis
• dc.relation.ispartof International Journal of Multilingualism. 2024;21(1):189-209.
• dc.relation.projectID info:eu-repo/grantAgreement/ES/2PE/PID2020-113796RB-I00
• dc.rights © This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Multilingualism on 30 Dec 2021, available online: http://www.tandfonline.com/10.1080/14790718.2021.2019746.
• dc.rights.accessRights info:eu-repo/semantics/openAccess
• dc.subject.keyword Romance intercomprehension
• dc.subject.keyword EFL
• dc.subject.keyword Plurilingualism
• dc.subject.keyword Multilingualism
• dc.subject.keyword Reading strategies
• dc.subject.keyword Receptive competence
• dc.title Romance languages and EFL: friends or foes? A study on the effects of romance intercomprehension training on plurilingual competence and EFL reading skills in young learners
• dc.type info:eu-repo/semantics/article
• dc.type.version info:eu-repo/semantics/acceptedVersion