Laura Cizer

DOI Number
First page
Last page


In line with both EU policy on plurilingualism and CEFR, the purpose of this paper is to show the outcome of federating two concepts: Intercomprehension – the ability to co-construct meaning, understanding languages without speaking or having studied them in a formal environment, and WebQuests – inquiry-oriented activities based on internet resources.

These intercomprehensive principles have been combined with the webquest methodology adapted to language teaching online in order to create more immersive and interactive experiences. This particular kind of structured research has been preferred as webquests are generally intended for learners’development of critical thinking.

Given the aforementioned context, this paper will demonstrate how student motivation for understanding more than just one foreign language can be boosted by involving them in collaborative, experiential tasks such as WebQuests.

Full Text:



Burley, Suzanne and Pomphrey, Cathy. “Intercomprehension in Language Teacher Education: a dialogue between English and Modern Languages.” Language Awareness, 12: 3&4 (2003): 247 – 255

Capucho, Filomena. “Línguas e identidades culturais: da implicação de politicos (socio)linguistas.”A linguística que nos faz falhar (2004): 83 –87

Dodge, Bernie. “WebQuest Taskonomy: A Taxonomy of Tasks”. (1999) accessed June 30, 2015. http://edweb.sdsu.edu/webquest/taskonomy.html

European Commission. “Studies on Translation and multilingualism.” (2012) accessed July 06, 2015. http://www.galapro.eu/wp-content/uploads/2012/11/publicacao-comissao-europeia.pdf

March, Tom. “WebQuests: The fulcrum for systemic curriculum improvement.” (2004). accessed June 30, 2015. http://www.rsdonline.net/departments/tech/WebQuests/webquest_fulcrum_necc.pdf

Puren, Christian. “Pour une didactique comparée des langues-cultures.” ÉLA 129 (2003): 121-126


  • There are currently no refbacks.

ISSN 2334-9182 (Print)
ISSN 2334-9212 (Online)