This article introduces and defines the concept of mediated receptive multilingualism as a mode of multilingual communication which eases understanding between typologically distant languages through the medium of a language closely related to the target. In an experimental setting, Estonians without previous exposure to Ukrainian were quite successful in understanding Ukrainian texts via their knowledge of Russian. As expected, they made use of various language-specific elements to improve intelligibility, such as linguistic similarities between Russian and Ukrainian. However, a number of extra-linguistic factors were detected as influential predictors of success, especially metalinguistic awareness, exposure to Russian, exposure to various registers, experience with multilingual situations, learnability, and attitudes towards Ukrainian. These findings contest a static take on multilingual potential and point out the emergent nature of competencies and practices that become relevant in multilingual settings. Unconventional communicative modes – like mediated receptive multilingualism – may activate linguistic and sociolinguistic resources needed for establishing understanding in novel and potentially challenging communicative settings.
This study explores how people use and expand their linguistic resources in the situation when they have some proficiency in L2 and try to understand L3 that is related to L2. The focus of the study is on the comprehension of Ukrainian by Estonian L1 speakers via their proficiency in Russian (L2). This situation is labeled as mediated receptive multilingualism. The aim of this research is to investigate the role of cross-linguistic similarity (objective or perceived, in the terms of Ringbom 2007) and extra-linguistic predictors of success in comprehension. In addition to measuring the success rate, we pay attention to the participant's perspective. The experiment was conducted with 30 speakers of Estonian as L1 and included a questionnaire, C-test in Russian, three Ukrainian texts with different groups of tasks, and debriefing. In this article, we focus on the task of defining Ukrainian words from the text and on debriefing interviews. The results showed that similarity, perceived or objective, is not the only decisive factor in facilitating understanding. The participants explanations confirmed our previous findings that similarity, albeit important, is only partly responsible for successful comprehension. This became clear from the debriefing interviews. In many cases, the participants' choice was affected by a range of extra-linguistic factors: general knowledge, context, exposure to various registers of Russian, M-factor, meta-linguistic awareness, and learnability. In some instances, context and general knowledge outweighed similarity. These findings show how similarity worked together with extra-linguistic factors in facilitating successful comprehension in challenging multilingual settings.
This paper reports on an empirical investigation of how knowledge of L2 Russian can facilitate the acquisition of passive knowledge of L3 Ukrainian by speakers of L1 Estonian. The experiment was conducted with 30 speakers of Estonian as L1, who first filled in a sociolinguistic questionnaire, then completed a C-test in their L2 Russian, before carrying out a task testing their understanding of L3 Ukrainian words and texts, and providing some feedback in a debriefing session. We pay specific attention to the performance on the Russian C-test and how participants' scores correlate with their results on the Ukrainian tasks. We also made an inventory of the grammatical and lexical elements that proved easy or difficult. The results show a positive correlation between the scores on the C-test and performance on the Ukrainian tasks. However, this correlation was lower for text understanding in Ukrainian than for understanding separate Ukrainian words. This suggests that a C-test score does not predict participants' ability to understand the Ukrainian texts to a full extent, while it has better predictive value for the understanding of individual Ukrainian words. These findings suggest that learners use resources beyond just L2 lexical-grammatical knowledge in forming an understanding of texts in an L3 that is closely related to the L2.
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