Working memory refers to the ability to store and process information simultaneously. Consistent high correlation between working memory capacity and L1 reading performances has been shown, which indicates that working memory capacity is a dominant source of individual differences in reading ability. In L2 reading research only very few studies examine the sensitivity of working memory capacity to differences in L2 reading skills. This study was conducted with 16 advanced Japanese L2 German learners. The test battery included measures of reading comprehension in L2 and working memory L1 and L2. Strong correlations between working memory capacity and L2 reading skills were found. The results will be discussed within the framework of current criticism on measuring working memory, whereby the application of strategies will be of great importance.
Intercomprehension is a form of communication in which each person uses his or her own language and understands that of the other.
This definition contains two critical components: the use of the mother tongue for purposes pf producing messages and the comprehension of the partner’s messages when uttered in his or her language.
Two modifications of this principal determination are acceptable and are often used in the discussion of the intercomprehension: the use of previously acquired foreign languages for the purpose of production and the inclusion of productive activities in the partner tongue.
The article concludes with the description of our main educational intentions concerning intercomprehension: the practical advantage, the support of language awareness and language learning awareness, the encouragement of learner autonomy, and the promotion of intercultural competence.