TUGAS : MODERN PSYCHOLINGUISTIC APPROACHES IN THE CONTEXT OF BILINGUAL EDUCATION

 

MODERN PSYCHOLINGUISTIC APPROACHES IN THE CONTEXT OF BILINGUAL EDUCATION

Created by:

Name               : Anni Alimatul Azizah

St. Number      : 1501070224

Class                : B

 

INTRODUCTION

 

Despite a sufficient number of studies devoted to bilingual education, the problem of determining contemporary psycholinguistic approaches remains poorly understood. Bilingual education is one of the innovative methods of teaching. The problem of teaching the second foreign language is extremely multifaceted and complex.

A psycholinguistic approach to the study of language appeared long before the scientific direction with this name was officially formalized in the middle of the 20th century. Russian psychologists and linguists A.A. Leontiev and Vygotsky can be considered predecessors of modern psycholinguistics.

Among modern researchers should be noted Zalevskaya A.A, Belyanina V.P, Frumkin R.M, Glukhova V.M, 5Kovshykov V.A, Zimnyaya I.A. and others, who widely considered the problems of psycholinguistics in the study of the second foreign language, as well as problems related to bilingual education.

According to A.A. Leontiev, the identification of the psycholinguistic essence of teaching foreign languages requires a clear definition of the concept of “psychological basis for intensification of teaching foreign languages”(Leontiev A.A.,1999). The three-level nature of this phenomenon (at a didactic-methodical level, in relation to the educational activity of each individual student, collectively-psychological or socio-psychological) significantly expands the field of its functioning. Actually, the psychological content is presented at the levels of the activity of the individual student and at the socio-psychological level of the intensification of educational activity. In the first case, we are talking about the orientation to different modes of perception and different types of memory, ensuring the motivation for acquiring the learning language. In the second case, this is the socio-psychological organization of the learning process (in the group), which best ensures the assimilation of the required knowledge and skills of each individual student. Analyzing the content of the foreign language acquisition approaches, A.A. Leontiev(1999) defines learning non-native language as learning a speech activity. A.A. Leontiev emphasizes the role of the cultural component in acquiring foreign language and affirms the importance of teaching the orientation in the recruitment of linguistic knowledge and knowledge about the country of the learning language in the way a native speaker performs it. This is the main task of acquiring the language in the cognitive aspect.

A.A.Leontiev considers that the ways of psychological intensification of teaching foreign languages in a brief form represent a psycholinguistic program of teaching foreign language, which is one of the foundations of his concept.

Bilingualism (or bilingualism) in the definition of the famous American linguist W. Weinreich(1979) in his book Languages in Contact is represented as “the practice of alternately using two languages will be called bilingualism and the person involved, bilingual” (Weinreich U.,1979).

The psycholinguistic aspect of the study of bilingualismc deals with the research of such questions as the determination of the ways of learning the second language, the influence of the age of the student, the ability of bilingual to switch from one language to another, the influence of the typological features of two languages, an analysis of the psycholinguistic difficulties of acquiring a second language on the basis of the native language and on the effectiveness of learning a third foreign language (Sayfullina, 2009).

In teaching a foreign language, the subject-activity approach assumes the organization and management of the student’s educational work as a subject of educational and professional activity in mastering various types of speech activity (listening, speaking, reading, writing), taking into account peculiarities and linguistic abilities of students (Yarullina A.Sh., Mukhametzyanova F.G., 2013).

 

RESULTS

 

The Structure and Content of the Study In this study, we used method of comparison of results obtained during the application of psycholinguistic and subject-centered approaches based on bilingual teaching. Measures of central tendency were used to identify the results. The result of the experimental study revealed the essential structural and functional characteristics of bilingual education, psychological peculiarities ofthinking in the process of second language acquisition and multicultural factors.

An error in non-native language speech, caused by the use of the means of native language, is the appearance of interference. The common premise of interference is that a person, speaking in a non-native language, always uses speech skills of his native (main) language (Mechkovskaya N.B., 2000).

During the use of a number of lexical-grammatical and phonological exercises, it was possible to eliminatev interference in the process of teaching English. The phonetic interference appears itself in both perception and reproduction of speech.

The Stages of the Research

The study involved the following stages of experimental work:

~        Analysis and formation of modern approaches of psycholinguistics in conditions of bilingual education; diagnostics of factors and problems arising in the process of teaching young children aged 7-10;

~        Determining the pedagogical conditions that promote efficiency, the principles of positive motivation and cognitive interest among students.

 

Summative stage

On the summative stage, diagnostics of modern approaches to psycholinguistics, as well as subject-centered approach in the conditions of bilingual education, facilitating the acquiring of a foreign language in a more effective way were carried out. The study was conducted for a month (12 lessons). Classes were held in two groups (experimental and control), in each group there were 12 children 7-10 years old. The research was conducted on the basis of the private foreign school “Yes LC” in Tashkent (Uzbekistan), where English language is studied additionally. Lessons in the experimental group were conducted in Russian and English languages, therefore, on the basis of the subject-centered approach in the teaching of a foreign language. The educational process was based on the game form, which was aimed at the development of four main types of speech activity: listening, speaking, reading, and writing. In the second group (control group), study was conducted using traditional methods, mainly in Russian, more attention was paid to translating words and studying dialogues. In the course of the comparative analysis, Pre-tests and post-experimental tests were used, which contributed to the systematization of research materials, the formulation of conclusions. Verification tests contained the task of the experiment psycholinguistics - close procedure, sentence completion (reading and listening) and the definition of grammatical correctness. According to the results of the research, high results were achieved by the students of the experimental group (Table1-2).

 

The forming stage

At the formative stage the study was conducted in the experimental group on the basis of the private foreign school “Yes LC” in Tashkent (Uzbekistan), under the experimental program. The control group was taught through traditional method.

Practical classes consider the extensive use of active and interactive teaching methods: role-playing games (for example: What kind of transport do you prefer for travelling regularly abroad as a part of job? What are its priorities? You are flying to New York. Organization of work and attitude to work in different countries; Business review: how to make successful business in a foreign country; What makes a good advertisement abroad?