The intercomprehension (IC), a spontaneous faculty and a form of communication when each person uses his or her language and understand the language of the other, is also a didactic approach aiming to develop the comprehension competences in several languages of the same linguistic family. The European research focus has been mainly on the written intercomprehension skills and methodologies while the oral intercomprehension has been studied without being a priority objective. A shared oral IC didactic methodology doesn’t exist. Therefore our research-action aims at designing new teaching paths to facilitate the oral IC listening of three languages: Portuguese, Spanish and French. The first experimentations focused on the learners difficulties and their strategies during the task of listening several languages never formally studied before. On the basis of the results from these studies about the nature of difficulties and strategies in the participants perception, a new case study was designed referring to the cognitive-emotional approach in languages teaching. The case study object was the IC oral course carried out between 2016 and 2017 at Ca’ Foscari University of Venice. The experimentations prove that it is possible to facilitate word recognition in the sound stream enhancing cognitive and emotional factors of learning process that the IC approach activates by its own nature. The IC approach then contributes to valorise linguistic, extra-linguistic and meta-cognitive competences and shows that the plurilingual methodology can also benefit to the learning of one specific language and has an important impact on languages learning motivation.