Learning tips

Addressees: Learners

How to learn with the App EuroComDidact ToGo of the
core vocabulary of Romance multilingualism (CVRP)

Learning with the apps is easy. The following figure shows three synonymous series (adequacy of meaning) in four languages, namely in those you already know, i.e. the bridge languages, and those you want to learn (i.e.) the target languages:

Learning: In order to learn the meaning of a ‘new’ word with EuroComDidact ToGo, it is usually sufficient to compare target and bridge languages with each other. This starts with three key questions: 1) Do I know the wordform in whole or in part from one of my bridge languages? How exactly does their external form differ? 2) What about the significations of my bridge words? What signification can fit into the target language text? What is the exact meaning of the target word? How do the meanings and other words’ properties differ, I found in my bridge languages and the target language? 3) Review: What do dictionaries say? Attention: A proven mean to prevent learning success is zapping! Therefore: No zapping!

Deep reflection on words happens for example: (a) by incorporating them into sentences – even only in thoughts (mental scenarios promised), (b) by analyzing word formation patterns, (c) by pursuing a so-called error prophylaxis (why differs the Spanish target word from his French or English bridge word), (d) by imagining a situation in which the word is used, (e) by wondering with which other words the target word often occurs (flames crackle/flammes crépitent, an engine has dropouts/le moteur toussote…). The deep comparison of word forms, meanings and other characteristics is a powerful strategy of reflexive vocabulary learning. Learning with the CVRP is in this line.

Examples of deep reflection: ejército, descarga, imponer

A deep comparison to the Spanish target words might look like this:

Sp. ejército: Fr. armée, en. army are congruent in form (have a very similar shape or signifier). Their meanings are the synonymous or at least adequate. Only sp. ejército deviates; the word is form divergent within the series. It derives from lat. EXERCĬTUS (trained troop). A look at the Leo online dictionary shows form congruencies in it. esercito and pt. exército. In military parlance to exercise means the rapid change of position: EXERCERE (move) – to exercise, fr. exercer, ge. exerzieren (this with a clear narrowing of meaning to ‘military’: (but) a student practices and does not exercise, but is doing her exercise/elle fait ses exercices; sp. ejercitar, it. esercitare. This is probably the unifying meaning between armée, army and ejército. The formula ARMIS EXERCERE (practicing the use of weapons) is common in Latin literature. Practicing and exercising are neighboring terms: fr. exercer un métier, pg. exercer um cargo/uma profissão.

Descarga resembles en. discharge, which in turn is reminiscent of fr. décharger (to unload). Déchargement, like descarga, is a noun. Presumably, sp. *descargamiento or similar (Do I have to check). Descarga is composed of the prefix des-/dis-, + carga (weight, rank [in the military], load, burden). An office can be a burden, so in pg. / sp.  cargo, en. charge, en to be in charge (in office), fr. la charge (error prophylaxis: pay attention to genus!). Verbs: sp. cargar, fr. charger, en. to charge (loading, commissioning, loading [weapon]), also composed: sp. encargar. fr. recharger  (recharge, les batteries) and of course décharger, descargar (unload, unload).

Imponer from lat. IM+PONERE. Fr./en. impos- have obviously emerged from the (Latin) supinum (PONERE, POSUI, POSITUM). The German form imponieren ties in with the Latin infinitive. (Rule? check!): In general, it seems that the English and partly French verbs forms follow the supinum or the Latin participle of the perfect: fr. supposer, en. to suppose. On the other hand, the forms sp.  (pre)suponer (presuppose), it. ponere (fr. poser), to donate <DONATUM, en./fr.  donation, it. donazione…

Attention: A lot of word knowledge has been spread out here for the purpose of illustration. Don’t be frightened by this.

Remember: Comparing and networking forms, meanings and rules of use are important strategies for vocabulary and language learning. When searching and comparing words, you give your brain time to create important associations. This results in better retention. Every linking thought is valuable. Zapping words prevents learning. – Learning with the CVRP apps does not relieve you from the learning activities that only you can set in motion ‘in your head’. But the apps put your thoughts on the right track to build sustainable associations. The secret of learning effectiveness lies in the intensity and the way of dealing with the target language, your relevant prior knowledge and your tenacity to stick to the matter (= with languages).

About the app’s functioning: The app has the form of a serial cloze text: Its processing requires the insertion of the target word into the empty blank of the language you have chosen. The input reflects your guess in what form the word you are looking for might appear. Attention: the answer may be ambiguous. If you are looking for example for the English equivalent for ge. spenden, you will find several acceptable answers: to donate, to contribute, to dispense, to console (Trost spenden), to give comfort, et cetera. The app can only accept one form at a time If you enter another one, the insertion will be corrected in the sense of the app’s expectation. This means that the ‘correction’ does not indicate an “error”. So don’t be frustrated. The app registers the corrections and presents the task again in a later exercise.

How should I adapt my learning behavior when using the app? In general, you should observe some rules of conduct that promote any targeted learning. Then there are the peculiarities of the intercomprehension approach.

1. Regular learning: Make a schedule for your learning with the app, for example thrice half an hour a week (or more often).
2. Write the ‘corrected’ forms in a vocabulary booklet in which you note the bridge word next to the target word. Remember: In intercomprehensive learning, you not only acquire the target language, you also consolidate your knowledge of the bridge language. Error avoidance strategies can also play a role.
3. An unavoidable weakness of the CVRP app pattern results from contexts’ lack. But you can mitigate the disadvantage by working with authentic texts right from the beginning, as is usual in intercomprehension didactics.
4. Then read the text and write down the words you don’t know, then the structures in the sentence that you don’t understand.
5. Now read the text again and create the hypothesis grammar of the target language. The phonetic correspondence rules can help you.  
6. Complete the multilingual hypothesis grammar or the correspondence rules between your languages.