Practicing phonetic rules

The app EuroComDidact ToGo does not only train to build up interlingual routines for identifying whole words of a foreign language. It also supports to identify morphological correspondances between bridging and target languages.

The following figure shows how the EuroComDidact ToGo app exercises look like. On the left side, it presents a form-congruent series (Erklärung, explication...), on the right side, we see an opaque series (Sieb, sieve…)

The choice of the target language “Italian” requires the insertion of spiegazione beside explication, explicação. In the opaque words’ series “Sieb/sieve”, the Italian word setaccio has been correctly inserted. Setaccio has no cognate correspondances.

The following explanations elucidate the educational potential of the exercise pattern in terms of interlingual morphological and orthographic correspondences. Mentioning the learning goals provides information about exercise patterns and tasks.

Learning goals concerning Italian

  1. Knowing that in Italian the international prefix ex-/es– is replaced by s+consonant: spiegazione, lo studente, lo spirito esprimere, espresso (en./fr. explication, sp. estudiante, en. express).
  2. Knowing the suffigale equivalencies – en./fr. –cation, it.-cazione, pt. –cão, sp. –cación, ge. ‑ation – and that these suffixes generate the feminization of words (alike –ation, azione...).
  3.  Deepening and widening lexical knowledge of the lexematic root (ex)plicat‑, duplicat-… sp. duplicado, ge. duplizieren…).
  4. Getting aware that one’s own prior knowledge as far as it is relevant to language learning is important for acquiring plurilingualism.
  5. Knowing that sometimes target language words are not transparent. However, the number of the opaque series is limited. In the Core Vocabulary of Romance Plurilingualism it amounts to about 850 out of 9550 series.
  6. Knowing that opaque target language lemmas block intercomprehensive reading. That is why a special EuroComDidact ToGo opaque selection supports the construction of specially targeted exercises. The sooner opaque words are acquired, the more transparent foreign language texts will be.

Learning goals about acquiring multilingual reading skills[1]

        The learning objectives listed for Italian as a target language also apply to the promotion of plurilingual reading skills.

  1. Learning languages through the intercomprehension approach means creating associations between the languages involved and their learning.
  2. For example: Knowing that fr. passoire belongs to the same family as the verb topass, that pass is associatively connected with fr. passer/it. passare/sp. pasar/pt. passer/en. to pass/ge. passieren; en. trespass/fr. trépasser/it. trapassare/pt. trespassar/sp. traspasar; fr./en. passage/passaggio/passagem; passport (international spread): fr. laisser passer/lasciare passare/dejar pasar; fr. passe-temps/en. pastime/it./pt. passatempo/sp. pasatiempo; past/past/passato/passado/pasado…
  3. Getting sensitive to false friends and knowing how to identify them. Starting with form-congruent series: en. pass/it. trepassare/sp. traspasar/pt. trapassar/fr. trépasser in answering questions like these:
  1. Does the series have a common semantic nucleus?
  2. What is the difference between the words (form equivalencies) in terms of word forms and contents? (For example: fr. trépasser (to pass away), sp. traspasar (fr. dépasser, to overstep, run through/durchbohren, etc.).
  3. What about their use?
  4. What strategy to avoid errors in writing and speaking? (Exclusively for those who want to acquire productive skills).
  5. Are there any form congruences for sp. tamiz in other Romance languages? Which ones?
  6. Does a verbal form (tamizar) exist?
  7. Give some synonyms for tamiz/(?)tamizar in the languages you are interested in.
  8. What is the difference between en. explanation and explication? (for native speakers of English: … between fr. crisser and grincer).

To develop your answers, make use of concordancers, for example :
To get further information:
Davies, Mark. (2008-) The Corpus of Contemporary American English (COCA): One billion million words, 1990-2019. Available online at