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Manufacturer: "VLADOS" Series: "Laser equipment and technology" 245 pp. The textbook examines the features of teaching a second foreign language in comparison with the first language. The methodology for teaching any second foreign languages is described with examples of the most common learning situations, including in teaching French after English. Tutorial contains practical materials, allowing you to develop the skills to effectively organize the learning process, taking into account the psychological characteristics of mastering a second language. All materials are prepared on the basis modern technologies and teaching methods. The manual is intended for students pedagogical universities, teachers, teachers, students of advanced training courses for teachers. ISBN:5-691-01423-4 Publisher: "VLADOS" (2005) Format: 60x88/16, 248 pages.
ISBN: 5-691-01423-4 |
Other books on similar topics:
| Author | Book | Description | Year | Price | Book type |
|---|---|---|---|---|---|
| Shchepilova Alla Viktorovna | The textbook examines the features of teaching a second foreign language in comparison with the first language. The methodology for teaching any second foreign languages is described with examples of the most... - Vlados, Textbook for universities | 2005 | 208 | paper book | |
| Shchepilova Alla Viktorovna | Theory and methods of teaching French as a second foreign language. Tutorial | The textbook examines the features of teaching a second foreign language in comparison with the first language. The methodology for teaching any second foreign languages is described with examples of the most... - Book on Demand, (format: 60x88/16mm, 245 pages) Textbook for universities | 2005 | 266 | paper book |
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Part V. Features of teaching a second foreign language (A.V. Shchepilova)
In many Russian schools today, not one, but two foreign languages are studied. The most popular languages taught as second foreign languages are German, French, Spanish, as well as English in those schools where it is not taught as a first foreign language. The state educational standard recommends the introduction of a second foreign language in basic or high school, if conditions for this exist. The subject “second foreign language” is introduced at the expense of the school component hours curriculum, which explains the significant differences in learning conditions in different schools. The timing of the start of training and the duration of studying a second foreign language vary. Teaching a second foreign language can begin in the 3rd, 5th, 6th, 7th, 8th, 9th and even 10th grades. There are cases of parallel introduction of the first and second foreign languages from the 1st or 2nd grade. The course is designed for different quantities teaching hours, and the difference in learning conditions in this parameter is also significant: from two to four weekly hours. In these conditions, the teacher, not being able to be guided by programs that regulate the educational process in detail, must not only master the methodology of teaching a second foreign language, but also be able to clarify the goals and objectives of teaching in relation to real conditions, and select the content of training.
The sphere of teaching second foreign languages is not an independent area of methodology, however, it has its own characteristics in comparison with teaching the first foreign language and stands out as a special direction in the methodology of teaching foreign languages. Its conceptual foundations were laid by B.A. Lapidus and I.I. Kitrosskaya (in relation to higher education) and I.L. Bim (in relation to high school). The specificity of this direction of teaching methodology is generally explained by the fact that when studying not the first, but the second and subsequent foreign languages, qualitatively new connections are formed and manifested between the functions of consciousness (perception, memory, attention, etc.), between consciousness and speech activity, between speech and thinking. These new connections determine the characteristics of mastering a second foreign language in comparison with the first, and manifest themselves as psycholinguistic patterns of learning and mastering a second foreign language.
1. Psycholinguistic patterns of mastering a second foreign language
The main mental processes that determine the peculiarities of mastering a second foreign language are 1) the formation of metalinguistic consciousness of the individual; 2) a significant expansion of the scope of application of such a psychological mechanism as transference.
The mental state that distinguishes a multilingual person from a monolingual person is called metalinguistic consciousness. This special shape human linguistic consciousness, manifested as the ability to perform abstract logical operations with several language systems (comparison, generalization, interpretation, etc.). This mental state is the result of learning and mastering several languages. In the process of forming metalinguistic consciousness, many mental properties of a person take part and develop: his attention, memory, thinking, motivation, abilities, etc. (Shchepilova A.V., 2003).
The presence of metalinguistic consciousness is clearly manifested in real, “natural” bilinguals, that is, people who have spoken two or more languages since childhood. Early learning of languages causes subtle interactions between the hemispheres of the brain (the right, which specializes in understanding visual signals, imaginative thinking, and the left, which controls analytical, including speech abilities), as well as between the cortical and subcortical structures of the brain. As a result, bilinguals are ahead of monolinguals in the time it takes to acquire abstract linguistic skills, which remain well developed in them into adulthood. Compared to monolinguals, they show a unique verbal development, a preference for other ways to solve linguistic and cognitive problems, and are superior to their peers in abstract thinking, in the ability to symbolize and solve problems, and in conceptual flexibility. They have a more developed ability to imitate sounds, auditory associations and linguistic guesswork. The linguistic and cognitive “success” of bilinguals is explained by the early formation of their metalinguistic consciousness.
Students learning multiple foreign languages may develop a metalinguistic awareness that is not similar, but similar, to that of natural bilinguals. Approximately two years after the start of training, changes in the verbal behavior, thinking and personal development of multilingual students become noticeable. Since schoolchildren studying several foreign languages have the opportunity to constantly compare and correlate (conscious and unconscious) means of expressing thoughts in different languages, it is intellectually stimulating for them, and they develop better linguistically. Ease of transference, speed of grammatical operations, linguistic conjecture, sense of language (intuitive knowledge that directs the student’s speech activity), etc. become noticeable. Studying several foreign languages raises the proficiency of one’s native language to a higher level, as it helps to understand linguistic forms and generalize linguistic phenomena, a more conscious use of the word as an instrument of thought. The conceptual system of multilingual students becomes richer. A student of foreign languages learns new forms of expressing concepts that are reflected differently in the collective consciousness different nations and in their languages, learns new semantic categories. All this is a manifestation of the emerging metalinguistic consciousness.
Another psycholinguistic pattern of mastering a second foreign language, which is noticeable from the very beginning of learning, is the expansion of the scope and intensity of psychological transfer. Transfer is a complex phenomenon of the psyche, the hidden mechanism of which allows a person to use in his activities (including speech) what he knows, under new or relatively new circumstances. This is an objective psycholinguistic process that arises and exists independently of the will and desire of a person (Kitrosskaya I.I., 1970).
The result of psychological transference can be positive or negative. Positive transfer knowledge, skills and abilities in the field of a new foreign language ensures acceleration of the process of learning it. There is a rapid awareness of the features of a new linguistic phenomenon or the rapid formation of a skill. A negative transfer result is called interference. Interference manifests itself in the speech of a bilingual in the form of a deviation from the norm of the target language under the influence of the native or other known language. Interference is the replacement of a system of rules of the target language with another, built under the influence of a system of rules of the native or previously studied foreign language. Both positive and negative results of the transfer action are essentially two sides of one process caused by the contact of several languages in the linguistic consciousness of a person (Weinreich Ur., 1972, Zimnyaya I.A., 1989, Leontyev A.A., 1970).
From a physiological point of view, positive transfer and interference are explained by the joint localization of speech mechanisms in the cerebral cortex, where several functional systems develop on a single anatomical substrate. Languages occupy a “common territory” in the human brain. In the linguistic consciousness of a bilingual a certain “common fund” of linguistic ideas . It is formed because a person analyzes the system of a new language through the prism of already known languages, and not through a new appeal to the objective world. The new language begins to be “encoded” in the same “space” in which it is located native language and foreign languages previously studied. This common fund contains ideas about the universal properties of human language, about what is typical in languages, about the principles on which speech activity in any language is built. Common are, for example, ideas about the distinction between nouns and verbs, proper and common nouns, vowels and consonants, polysemy and other facts of language. Along with general linguistic knowledge, in the minds of a multilingual person there are separate view systems about different languages, containing details, examples from these languages, specific rules. When choosing a language of communication, language systems enter into a relationship of negative induction (inhibition of one of the systems when switching to another).
However, the relative autonomy of languages in the mind does not prevent contacts between them. If one of the contacting systems is more familiar to the individual, then even after switching to the system of another language, the familiar grammatical, lexical, phonetic models continue to operate in his consciousness, or components of other languages are included in this system. Negative transfer occurs - interference. On the other hand, positive transference becomes more frequent in a multilingual student. The emergence in his consciousness of a new - third - language system expands the basis for linguistic comparisons, analysis, and generalizations. With a person’s educational experience, his general linguistic fund—the system of abstract linguistic representations—is also improved. This has an inverse positive effect on the acquisition of specific structures inherent in the new languages being learned. The more sophisticated abstract linguistic representations are, the more effectively they help learners establish systems of specific parameters for a new language.
On initial stage In teaching, teachers' attention is attracted mainly by interference, which is very noticeable. Given the imperfect nature of the skills, the student uses all the means at his disposal to “fill in” the gaps in his competence in the new language; he relies on his knowledge and skills not only in his native language, but also in his first foreign language. The most obvious types of interference are:
phonological interference, which is noticeable in the intonation pattern of speech, its rhythm, articulation of phonemes, accentuation of speech, changes in the type of assimilation, etc. This type of interference is one of the most persistent;
graphic and orthographic interference, which appears in writing. The rules for writing words of another language are transferred into the language being studied, which gives rise to spelling errors and graphic inconsistencies;
lexical interference- insertion of foreign language vocabulary into speech in a new language, for example, transfer of similar lexical units into a new language with their processing according to the phonetic model of the recipient language, expansion or narrowing of the meaning of a lexical unit of a new language by analogy with a similar unit in the donor language, etc. .;
morphological interference- deviations from the norm associated with a violation of the categorical characteristics of parts of speech, arising under the influence of the corresponding categories of the interfering language. For example, assigning to a noun of a new language the generic characteristics of a word of an already known language or the use of inadequate prepositions between a verb and its object, caused by the “use” of grammatical relations of the donor language for the recipient language;
syntactic interference, associated with violations of the compatibility of elements of the recipient language in the speech chain under the influence of compatibility patterns of the donor language. It manifests itself in the unconscious imitation of syntactic structures of already known languages, for example, in the rearrangement of elements of the syntactic model of the recipient language (violation of word order).
The appearance of this or that type of interference, the influence of the native or first foreign language, has its own patterns, although their effect is not absolute, but probable. In area phonetics the interfering influence of the native language is stronger, especially in prosody. Although one or another combination of the first and second foreign languages leads to the formation of specific allophones caused by the influence of the first foreign language. For example, students learning French after English pronounce the sounds [t] and [d] with more aspiration at the beginning of their studies. Students studying the same second foreign language after speaking Spanish, they have great difficulty pronouncing nasal vowels. Schoolchildren learning English or German after French soften consonants, etc. In area vocabulary The influence of the first foreign language, whatever it may be, is strong, since the lexical similarities between European languages are much greater than each of them with the Russian language. At the same time, the relative similarity of words makes it easier for students to understand them, but stimulates interference in production. In area grammar the direction of transfer depends on the level of formation of the grammatical structure. The deeper the structure is located in the linguistic consciousness, the greater the influence of the native language. Thus, when studying predicative categories (tense, mood, aspect), the source of interference is almost always the Russian language as the students’ native language. At the surface level of thought formulation (syntactic categories, for example), transfer can be carried out both from the first and from the second language to the third.
The widespread manifestation of the negative influence of previously learned languages leads to the fact that the teacher’s task at the initial stage of education is often understood as “the fight against interference.” However, interference is observed mainly at the stage of skill development. After the emergence of a skill, it usually decreases or disappears completely, although different aspects of speech activity in a foreign language require different efforts and different times. The peculiarity of the methodology of teaching a second foreign language is not the prevention of interference, but the need to ensure positive transfer, for which all the necessary prerequisites exist. A student of a foreign language carries out transfer at many levels, thus optimizing his studies: at the level of verbal and mental reactions (mechanisms of perception, memorization, etc.), at the linguistic level, at the level of educational skills, sociocultural level, etc. Students with good level of training in the first foreign language, especially those whose skills in the first foreign language were consciously formed. Older schoolchildren actively resort to transfers. Their analytical abilities have already developed, they study a foreign language consciously, so they more often use transfer at the level of learning skills and grammatical generalizations. In younger schoolchildren, positive transfer is also possible if the teacher stimulates its occurrence. Positive transfer is more frequent between typologically similar studied languages, for example, between French and Spanish, between English and German.