The practice of teaching intercomprehension (IC) aims to promote plurilingualism in the individual and maintain language policies supporting multilingualism. It proposes a communicative model in which people communicate using their own language by encouraging the development of the competences required for successful communication. Most of the projects on IC that have been developed in recent years target developing written comprehension, especially among Romance languages. Although there is great diversity in objectives and techniques, all methodologies based on IC share the following principles, which represent the common denominator of teaching IC: plurilingual approach, use of partial competences, attention to comprehension, reflection on language(s), development of strategic and metacognitive knowledge and competences. Most of the teaching paths based on IC aim to raise learners' awareness of comprehension processes, therefore allowing students to develop specific strategies connected with analogy, approximation (or "ambiguity tolerance"), association, transfer, inference and metalinguistic knowledge. One of the main challenges of IC studies is to describe the individual competences that allow people to understand-or to learn to intercomprehend-texts in several related languages. Such a description would allow us to propose reflections in order to elaborate an assessment tool. The assessment in IC has been focused by several works, it is the main objective of the European Project EVAL-IC (Evaluation des compétences en intercomprehénsion: réception et interactions plurilingues) and is certainly crucial for the institutional insertion. The objective of this paper is to present, within the topic of IC, some insights gathered by the authors through the EuRom5 methodology. In particular, we focus on the subtopic of the use of strategies as observed during EuRom5 sessions putting them in relation to the descriptors of different frameworks of reference related to plurilingualism (MAGIC, FREPA, REFIC, and New CEFR). As for the methodology adopted in this paper, we propose a description and a comparison of data from EuRom5 and the frameworks mentioned above. The main findings of our analysis show that the four frameworks here considered only partially account for the complex picture characterizing the EuRom methodology.

ES La comparación de las modalidades de realización de los actos lingüísticos por parte de hablantes de diferentes lenguas/culturas ha sido objeto de numerosos estudios en las últimas décadas, aunque la literatura sobre el italiano desde esta perspectiva es aún escasa. Este tipo de estudio es importante para aquellos que se ocupan de la enseñanza de lenguas porque ayuda a aumentar la conciencia de los estudiantes de las diferencias pragmáticas entre la lengua/cultura de origen y la lengua/cultura que aprenden. Ser conscientes de las diferencias transculturales en la realización de los actos lingüísticos puede reducir el riesgo del transfer pragmático negativo y los consecuentes malentendidos, interrupciones comunicativas o, incluso, conflictos interpersonales. El objetivo de este trabajo es investigar el acto lingüístico de la cancelación de una cita como posible estrategia de rechazo postergado a una invitación por parte de hablantes nativos de italiano y de español colombiano. Los resultados muestran que entre los dos grupos existen importantes diferencias concernientes al modo en que los informantes consideran que deben realizar este acto lingüístico en relación con los modificadores externos e internos. Esto sugiere que para los colombianos la cancelación de última hora representa una estrategia más rutinaria que para los italianos.Palabras clave: PRAGMÁTICA TRANSCULTURAL, RECHAZOS, CANCELACIÓN DE ÚLTIMA HORA EN The comparison of the modalities used by speakers of different languages/cultures to produce speech acts has been the object of numerous studies in recent decades, although less research on this topic has focused on Italian. This type of study is important for those who work in language teaching because it helps to raise students' awareness of the pragmatic differences between their own language/culture and the target language/culture. Being aware of cross-cultural differences in the performance of linguistic acts can reduce the risk of negative pragmatic transfer and consequent misunderstandings, communicative breakdowns or even interpersonal conflicts. The objective of this work is to investigate the linguistic act of the last-minute cancellation of an appointment as a possible strategy of delayed refusal to an invitation by native speakers of Italian and Colombian Spanish. The results show that there are important differences between the two groups related to the way in which the informants think they should carry out this linguistic act with respect to external and internal modifiers. This suggests that last-minute cancellations represent a more routinized strategy for Colombians than for Italians. Key words: CROSS-CULTURAL PRAGMATICS. REFUSALS, LAST-MINUTE CANCELLATIONIT Il confronto fra le modalità di realizzazione degli atti linguistici di parlanti diverse lingue/culture è stato oggetto di numerosi studi negli ultimi decenni; per quanto riguarda l'italiano, però, la letteratura è ancora scarsa. Questo tipo di studio è importante per quanti si occupano dell'insegnamento di lingue perch...

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