Coopération interuniversitaire au service de l’intercompréhension des langues et des cultures, Michel Le Gall, Responsable d’antenne, AUF, Bureau Asie Pacifique.
-Conférence magistrale : « L’intercompréhension : une nouvelle approche de l’enseignement/apprentissage des langues qui crée des liens et supprime les distances", Manuel Tost, Universitat Autonoma de Barcelona
-Atelier pratique : « galanet », Cácia Hoffmann, Universidade Federal do Paraná, Brasil
« galapro : un produit élaboré dans le cadre européen », Christian Degache, Université de Grenoble, France
Conférence « Teaching and learning intercomprehension : a way to plurilingualism and learner autonomy", Steffi Morkötter, Justus-Liebig-Universität, Giessen, Allemagne
Atelier pratique « itinéraires romans », Dolores Álvarez, Union Latine et Manuel Tost, Universitat Autonoma de Barcelona.
Atelier pratique « interrom », Richard Brunel Matias, Universidad Nacional de Córdoba, Argentine.
- Une expérience pilote d’intercompréhension auprès d’un jeune public,
"Intercompréhension : une autre approche pour apprendre et enseigner"
Table ronde :« Un concept, un produit éditorial pour quel public, pour quelle formation ? »
Ateliers :« Aborder l’intercompréhension avec EuRom5 » « Approches de l'intercompréhension entre différentes langues germaniques » « Circuler entre les langues romanes » « Euro-mania, j'apprends par les langues, manuel
disciplinaire européen pour les 8-11 ans, ou les 4 intégrations »
1 How many word families does an average adult native speaker of English know?
A 150,000 B 100,000 C 50,000 D 20,000 E don't know
2 If learners know the most frequent 2000 words of English, what percentage of running words in an academic text will be known to them?
A 60% B 80% C 90% D 98% E don't know
3 What is the most important factor in formal measures of readability?
A background knowledge B vocabulary knowledge C reading skill in L1 D grammatical knowledge E don't know
4 The most effective way of beginning to learn the meaning of a word is by
A the use of a picture B translation into the first language C a dictionary definition D seeing a word in context E don't know
5 How many words does an average learner of English as a foreign language know after five or six years of four 50 minute English classes per week?
A 1,000 B 3,000 C 5,000 D 10,000 E don't know
6 Initially opposites like hot and cold should be learned
A at the same time B in quick succession C as part of a bigger lexical set D at widely separated times E don't know
7 Complex words like inventiveness and uncontrollably are usually stored in the brain as
A stems and affixes that are combined when needed B both as whole units and word parts C complete analyzed words D complete unanalyzed words E don't know
8 Learners most often have problems in guessing the meaning of a word in helpful contexts because they
A give too much attention to the form of the word B do not use their background knowledge of the topic C do not draw on clues from neighboring sentences or paragraphs D do not give attention to the immediate context of the word E don't know
9 In order to have a good chance of guessing the meaning of an unknown word from context clues, what percentage of the running words in the text does the learner need to know?
A 78% B 80% C 90% D 98% E don't know
10 When learners know the most common 2000 words of English, the words that they have most difficulty with in academic texts in their specialist area are
A general purpose academic words like assume , concept , diverse B function words like because , although , hence C proper nouns like Darwin , Menlo Park , Edgebaston D technical words like anode , impedance , galvonometer E don't know
11 The "lexical bar" is
A the Graeco-Latin words of English B the high frequency words of English C the function words of English D the discourse markers of English E don't know
12 Teachers should deal with low frequency words by
A breaking them into prefixes, stems and suffixes B letting learners guess them from context C teaching the learners strategies to deal with them D providing varied and repeated opportunities to give attention to those words E don't know
13 Which of these most helps vocabulary learning?
A meeting or using the word in a new way B having its meaning explained C meeting the word in context D searching for the word in a dictionary E don't know
14 Definitions of unknown words are most effective if
A they are short B they contain plenty of useful detail C they are written as complete sentences D they are accompanied by grammatical information E don't know
15 Most learning of vocabulary used in oral communication tasks involves words
A whose meanings are negotiated in the task B whose meanings are not negotiated in the task C which are in the written input to the task D which are not in the written input to the task E don't know
16 A "book flood" involves
A doing a lot of intensive reading in class B setting a lot of intensive reading outside class C replacing a large part of the class work with extensive reading D encouraging extensive reading outside class time E don't know
17 The "Lexical Frequency Profile" is a way of
A measuring productive vocabulary use B deciding what will be classified as high frequency words C comparing the frequency of selected words D diagrammatically representing vocabulary growth E don't know
18 Quickly providing meanings for unknown words while listening or reading
A has little effect on comprehension of the text B upsets comprehension of the text C greatly increases the amount of vocabulary learned D results in little vocabulary learning E don't know
19 About what percentage of the low frequency words of English comes from French, Latin or Greek?
A 20% B 40% C 60% D 80% E don't know
20 How many closely related members does a typical English word family have?
A 3 B 5 C 7 D 9 E don't know
21 During writing activities, learners use dictionaries most often to
A check spelling B look up the meaning of a word C see if a word exists D find out about the grammar of the word E don't know
22 "Retrieval" involves
A receptive learning B productive learning C recalling an item D recognizing that two given items go together E don't know
23 The sentence "To be or not to be, that is the question" consists of ten
A tokens B types C lemmas D word families E don't know
24 A "lemma" is a base word and
A all its derived forms B all its inflected forms C all its related forms D all its inflected forms which are the same part of peech E don't know
25 An "Academic vocabulary" is made up of words that
A are only used in academic texts B are only used in a specialised field C are found in a wide range of academic texts D are found in a wide range of academic and non-academic texts E don't know
26 How many chunks of information can be held in short-term memory at any one time?
A one B about three C about seven D about ten E don't know
27 The General Service List of English Words is a list of
A 30,000 words and their frequencies B the commonest collocations C 2,000 high frequency words D words that can be used to define other words E don't know
28 To test learners' productive knowledge of vocabulary we must get learners to
A produce words in spoken or written sentences B produce spoken or written forms from a meaning cue C produce or recognize spoken or written word forms from a meaning cue D produce a first language translation of words E don't know
29 Vocabulary tests using different test formats tend to correlate with each other with a correlation around
A 0.3 B 0.5 C 0.7 D 0.9 E don't know
30 Coxhead's Academic Word List contains
A 492 word families B 570 word families C 836 word families D 1,000 word families E don't know
Speaker: Prof. Dr. Yasemin Kırkgöz – Çukurova University - Turkey
Title:The Dynamic Nature of Foreign Language Education Policy in Turkey
Speaker: Prof. Dr. Franz-Joseph Meissner – Justus-Liebig University – Germany
Title:The Intercomprehensive Approach – a Multi-Language and Learning Awareness Raising Strategy
Speaker: Prof. Dr. Dinçay Köksal – Çanakkale 18 Mart University – Turkey
Title: Intercomprehension: the Changing Culture of Language Education in Europe
Facilitator: Prof. Dr. Ana Isabel de Oliveira Andrade – University of Aveiro – Portugal
Title:From Code-Switching in Language Classroom to Practices of Intercomprehension / De l’alternance codique en classe de langues aux pratiques d’intercompréhension
Facilitator: Dr. Yeşim Bektaş-Çetinkaya - Dokuz Eylül University – Turkey
Title: Intercomprehension in a Multicultural World: Raising Intercultural Competence of Preservice Teachers
Facilitator: Prof. Dr. Franz-Joseph Meissner – Justus-Liebig University – Germany
Title: Task Construction: Promoting Language Learning Competence with the CARAP / FREPA (Framework of Reference for Pluralistic Approaches to Languages and Cultures) / Konstruktion von Aufgaben zur Sprachlernkompetenz mit dem REPA (Referenzrahmen für plurale Ansätze zu Sprachen und Kulturen)
Facilitator: Coordinator of Modern Languages Department, Martin Grygar - Yaşar University – Turkey