IN LITHUANIAN
KALBOTYROS
QUESTION-
S, XXVIII
(1989)
LANGUAGE
RICE
IR
AUTHORITY
DUAL BREAST,
KALBU
Sel -help.
IN LITHUANIAN
LANGUAGE
VYTAUT-
AS SERNAS
SOCIALINES
IR
‘PEDAGOGINES-PSICHOLOGINES
MULTI-SERVICES
PROBLEMS
Ta yby
The e a e 127
languages in he
Union:
36
Ibe ian-Caucasian,
25
Tu kish,
24
Indo-Eu opean,
Mongolian, Tungus,
22
Manchu,
Finno-Ug ic.
20
Well, no
a all.
(Canada,
Swi ze la-
nd, India,
Belgium,
China,
Indonesia,
Pue o
Rikas,
Tu key
i
e c.),
whe e
a ious
peoples
speak
hei
own language
(s a es a e
mul i-e hnic,
bu peoples
a e
monolingual).
Ta yby
The islands
also ha e
egional
monolinguali-
sm.
Russians
make up
abou
hal
Ta yby
The
inhabi an o he illage:
52,4
%,
.
y.
137
397
000
iS
262
085
000
(1979
m.).
Bilingual
Russian
—
3,6
%
(BecTHuK
1980,
41,
42).
The e is
i
mul ilingualism!,
when in one
epublic, o
example, he
So ie s
In Li huania,
he e a e
se e al
ypes:
lie u iy— usu,
usy—lie u iy,
lie u iy—lenky,
lenky— lie u iy
and so on.
i
In o de o in es iga e he
language quali y o a
mul ilingual epublic, i is
necessa y o conside he
social
pedagogical-psychological
phenomena, cha ac e is ics,
peculia i ies.
j
jy
i
Some social
p oblems o
mul ilingualism.
She's as
old as
he sel
i
I 's a mess.
Se en y Hund ed
Miles
Ta yby
In he
coun y
much has
al eady been
achie ed: a
X
he pa y
cong ess, in
he
V.
p esence o
Lenin,
Russian
na ionali y
§
educa ion-
al
p og am,
which
c ea ed
he
condi ions
i
o he
g ow h o
he
cul u es
and languages o he di e en na ions, iSsiplé é
Sphe e o use
o he
language;
documen a ion
in he na i e
language was
handled in all
he olk ikio
In
wa ehouses,
ac o ies; I
j
was
demanded o
appoin o
esponsible
posi ions
people who
we e well
e sed in
he local
language,
ju
amilia wi h
i
he
psychology o li e.
[in a ious
languages
began o be
published
g oZiné,
popula science
li e a u e,
jou nalism,
pe iodicals.
All his
helped he
na i e
language
o
lou ish.
Ta¢iau
Today, wi h
he adop ion
o he law on
he s a e
language o
Li huania, a
comple ely
di e en
si ua ion has
a isen: he
sphe es o
use o he
mo he
ongue ha e
been g ea ly
na owed,
manage s
may no
know i , e c.
i
Na ional
ela ions in
p ac ice
owe much
o ou
heo e ical
ideas.
A e all,
i is a
ac , my
iends,
ha , by
ac i ely
pu suing
eal
issues,
1
Te m
,,mul ilingualism”
(Russian).
MHo os3B 4He,
ok,
mul ilingualism,
engl.
mul ilingua-
lism, p anc.
polyglossie)
nusakome
p aksnj
(no
heo e ic-
al) use o
se e al
languages
o
a ious pu poses
(Lis ening,
speaking,
w i ing,
eading,
ansla ing
o all
linguis ic
ac i i ies
aken
oge he ).
I necessa y,
mul ilingualism
can be di ided
in o
ilingualism,
j
quad ilingualis-
m, e c.
i
When we
alk abou
language
3—4
lea ning in
school, we
also use
he e m
,,mul iling-
ualism*
(mokykliné,
ne
sociologické).
Ab oad
many
au ho s
use he
e m
»bilingualism*
ega dless o
he dialec .
The
bilingualism
heo y is
mos use ul
when
examining
he
his o ical,
gene ic
ela ionshi-
ps o he
i
s uc u e
o only wo languages.
®
O he
i
possible
poZid iai:
his o ical,
geog aphic-
al,
sociological,
linguis ic, g aphic
(acco ding
o he
o igin o
i
he ex ) e c.
135
liney
ela ionsy
sphe e
[...],
some miisy
social
sciences
specialis s
long ime
ki é
T ea ises o a
“welcoming”
na u e, which
some imes
eminded mo e
o a
high-spi i ed
oas han o
se ious
scien i ic
esea ch.
I mus be
acknowledged
ha he
mani es a io-
ns o he
e o s made in
he ield o
na ional
jy
ela ions
emained in
SéSely o we e
no accep ed
o be alked
abou .
1987
01
Z ), Social
sciences
p oblems in
s udying
na ional
ela ions use ul
o
sociolinguis ics,
i
social
mul ilingualism
p oblems
analysis:
1.
Ta yby
Fo na ional
minimums,
which
cons i u e
hal
(47,5
%)
all
The
popula ion
(1979
m.
o he
municipali-
be
y (su ey
da a),
mo he
ongue,
mus be
able o
o
speak
Russian,
i
Russians, Poles, e c.
Child en li ing
in Li huania
mus ha e a
good command
o he s a e
language.
The
USSR's
popula
educa io-
nal
sys em
achie ed
ha
Li huani-
ans lea n
Russian
well.
Bu in
non-Li huanian
schools in
Li huania he
s a e
language is
s ill e y
poo ly augh .
Tags wha
ype o
bilingualism
we aim o :
adequa e
bilingualism
1)
(A
i
B)
language
pa allel use;
language
2)
assimila ion,
when
language
A
akes he
place o
language;
B
alby miSimo,
3)
kai
i§
A
i
B
kalby
becomes
a new
language
sys em?
Siuo
I'm asking
The e
a e no
gene al
ules in
he island.
1950—1965
in he
yea
he e was
—
a campaign h ough
Zu nala
,,Pycckuii
351K
B
HalHoHa-
sIbHOH
mikone™
i
k .
channels o
—
seek
bilingualism in
bilingualism,
bu om he
damaged
language
kenéia
p oduc ion,
A
a
B
communica i-
on is
dis up ed,
he
ope a ional
ans e o
in o ma ion,
especially in
i
he spoken
language.
Ano he
di ec ion o
i
bilingualism
has been
obse ed:
linguis ic
assimila ion.
As ea ly as
he
beginning o
he 1960s,
60-70%
he
in e iewed
komiy, ma iy,
mo d iy,
udmu u,
ose iny,
checény,
bu ia y,
ingusy,
kaba diny
luen ly
spoke he
na i e
i
Russian
language
(Da a
1973,
93).
1959,
1970,
1979
m.
om he
Finnish
popula ion
su ey
show ha
ewe and
ewe
indi iduals
o
di e en
na ionali i-
es decla e
hei
na ional
language
as hei
mo he
ongue, c .
( espec i e-
ly acco ding
o he yea
o
54,9
%—51,3
%—43,1
%
disco e y): e enky;
93,9
%—
81,6
%—78,3
%
Giuk iy;
81,4
%—58%—46,4
%,
e enki;
86,3
%—69,1
%—55,8
%
nanaju;
76,3
%—49,5
%—30,6
%
Ni chy.
The ag
was seized
accep ed
i
1980
m.
TSKP
CK
i
USSR
Council
Decision
"On
measu es
o u he
economic
and social
i
de elopme-
n o
Siau és
na ional
esiden ial
dis ic ".
This
esolu ion
deals wi h
i
a ious
measu es
o
p omo e
he
de elopm-
en o bee-keeping.
Na ow
na ional
languages,
linguis ics
i
and
sociological
ju
s udy o
w i ing.
Thus, he
So ie
go e nmen
ejec ed
i
assimila o-
y
bilingualism, because
,,na ional
ela ions
miisy
In he
—
island, i is
a li ing
eal-li e
issue.
We mus
be
ex eme-
ly ca e ul
and
ac ul in
i
all a eas
ha
ouch
Zmoniy
nacionalinius
in e esus
i
nacionalinius
jausmus“
(Go bache
1987,
54).
Ve i
démesio
C.
Ai ma o o
Zodiac
signs:
,,...some
amZinai
has ily say
ha
unnecessa y
na ional
languages
call o
as e
[...],
usion.
Such na ional
nihilism, hough
concealed unde
he guise o
i
in e na ionalism,
po
is in ac e en
mo e eac iona y
i
han na ionalism
i sel .
[...].
The wo ld is
beau i ul
because i is
mul ilingual
and
mul i ace e-
i
d.
"Na u e-
jj
's Way".
é
(Msnec ua
1987
06
20).
Each
na ion
wan s o
li e,
andKeep
hei
language.
The policy o
assimila ion is
unaccep able
o he
capi alis
wo ld, i is a
j
‘paniam
malina’, which
(Z .
Lenin
1959,
34).
Leninine
kalby poli ik
s e ima
136
assimila ion
bilingualism,
assimila ion
policy.
I
I is he
g ea
achie eme-
n o he
Blue
Ta ybuy
go e nme-
n , i s
Leninis
poli ics,
he
easu e
o he Salie
cul u e, he p ide.
Da
V.
Lenin poin ed ou
ha in dealing wi h
he issue o
language policy, you
canno educe he
na ional o he
co-na ional, you
mus combine he
wo
i
(Lenin
(M.,
1982).
T.
45.
P.
240).
To cul i a e
lo e o one’s
na ion, one’s
language is
no
na ionalism.
The hi d
di ec ion o
bilingualism is
accep able:
adequa e
pa allel use o
languages, i.e.
A
i
B
each
acco ding o
i s pu pose:
say,
Li huanian as
he s a e
language in
he epublic,
Russian as he
language o
communica i-
on be ween
—
o
—
The USSR
na ion.
Bi inos
sociology,
pedagogu,
psychology
coo dina -
ed e o s
o mo e
a ge ed
This ype o
bilingualism
among he
inhabi an s
o he
epublic.
Educa ional,
cul u al and
indus ial
i
ins i u ions,
business
o ganiza ions
i
should help in
e e y way o
ealize such a
scien i ically
de eloped
concep , a
he same ime
i is
necessa y o
cu he pa hs
o
o language
loss.
Zmoniy
samonéje.
2.
Bilingualism
can be
one-sided
(inhabi an-
(A
s bilingual,
B —
monolingua-
l) wo-sided,
i
when
A
i
B
he
popula ion is bilingual.
1979
m.
da a
shows
ha usy
is he
second
language
Lie u os
In he
e i o y o
he TSR
eely pay
48
%
esiden s,
i8
ju
52,2
%
li huanian,
61
%
lenky,
44,9
%
bal a usiy,
46,3
%
uk ainie iy,
29,8
%
gydy,
34
%
la iu,
49,7
%
a a ian,
35
%
igone,
65,4
%
o he people
li ing in he
epublic
&iy
au iniy
mazumy.
Lie u iy as
na i e
an ajq
i
language
luen
esiden s:
well knows
85%
ja
55,8
%
la iu,
45,5
%
igony,
36
%
Russian,
32,5
%
A Jew.
The o al
numbe o
o eign
bilinguals
is
28,1
%.
In he Miisy
Republic,
one-sided
bilingualism
is mo e
p e alen :
e en
52,2
%
Li huani-
an
luen ly
speaks
usy
language,
while he
Russians
(36
%),
Poles
(11,6
%),
Bela usians
(12,9
%)
i
Uk ainians
(15,5
%)
e en
1,5—3—4
imes
less han
he
locals.
Appa en ly,
Li huania is
welcoming
newcome s,
as
i
jy
kul a ai
(Residue
1987
12
12).
My memo ies
i
Sie
V.
Lenino
Wo ds:,.Beca-
use he
emnan s o
na ionalism
a e a kind o
de ense
agains he
g ea
Russian
A o m o
chau inism,
i 's a decisi e
s uggle o
g ea
su
Russians
Chau inism is
he mos
ce ain means
o o e coming
he na ionalis
emnan s”
(Lenin
1978,
334—335).
As shown
In he
CK
con ex o
he union
con e ence,,-
Na ional
Rela ions
De elopmen
in he
Condi ions o
Ma u e
Socialism“
o ganized by
he
ne
Communis
Pa y o he
So ie Union,
USSR
na ional
means o
communica-
ioneg, bu
i
o s i e
o ha
,,Russians
i
o he
na ionali i-
es,
g adua es
o he
epublic's
schools,
well- e sed
in he main
language o
he na ionali y
(Zino y,
jaus y
i
ole uo y
jy
psycholog-
ija, bui j
kul ii a.
i
—
V.
§.).
This will allow
hem o be
mo e ac i ely
used in he
people’s eye,
he pa y, he
s a e
appa a us in
he ield o
cul u e”
(Bocnu s pa p
i
...
1982,
52).
This is also o
g ea
impo ance o
imp o ing he
educa ion o
he inhabi an s
o he
in e na ional
pa io ic
epublic in he
spi i o mu ual
espec and
ole ance.
Padé i
o med in
mu ual
bilingualism
in i es
i
1987
m.
adop ed
in sp ing
Resolu ion
CK
o he LKP
,,A measu e o
imp o e na ional
ela ions in he
epublic and o
inc ease he
e ec i eness
i
o in e na ional
i
pa io ic
educa ion“,
whe e i says,
among o he
hings:
,,Comp ehens-
i e help o
[...]
lea n
Li huanian
language o
hose
esiden s o
he epublic
who do no
ye know*
(T ue,
1987
04
02).
Si
The idea
was
i
ensh ined
in he law
o dél
lie u iy as
he s a e
language.
A mu ual
bilingualism is
accep able when
he con ac s
speak each o he 's
languages.
In o de o
achie e ha
o eigne s in
he Republic
lea n
Li huanian, i
is necessa y
o: Fo m a
137
sys em o
Li huanian
language
needs;
p epa e and
publish
ex books o
Li huanian
language as a
non-na i e
language o
sel -s udy
and p o ide
hem wi h
app op ia e
phonoch es -
oma ia; oblige
publishing
houses o
publish
pe iodicals
o p o ide
he
inhabi an s
o he
epublic wi h
Zodyns and
Zodynélis
(Li huanian-R-
ussian and
o he s); o
inc ease he
eaching
ime o
Li huanian in
Russian and
Polish middle
schools o
equal he
numbe o
hou s
de o ed o
Russian in
Li huanian
schools;
s a
aining
Li huanian
language and
li e a u e
eache s o
Russian and
Polish
schools;
allowing only
Li huanian
s uden s o
s udy in
Li huanian in
he p ima y
class oom;
o ensu e
ha o eign
na ionals
who ha e
g adua ed
om he
basic schools
o he
Republic may
con inue o
s udy he
basic
subjec s in
Li huanian in
oca ional
schools,
echnical
colleges and
highe
schools; o
encou age
he w i ing
o
disse a io-
ns on
Li huanian
language and
li e a u e
eaching
me hodology
in Russian
and Polish
schools; o
open Russian
and Polish
schools wi h
enhanced
Li huanian
language
eaching. The
edi o ial
o ices
o ,,Cze wony
sz anda “,,,-
Té ynés
S iesos“,,,Ko-
mjaunimo
iesos“,,,So -
ie skaja
Li a‘,,,S y -
u io“ and
o he s
should
p omo e
mo e widely
he lea ning
o Li huanian
language
among he
Polish and
Russian
people o he
epublic, help
o o m he
mo i es and
needs o he
lea ning o
his
language,
p o ide
me hodologi-
cal
ecommenda-
ions.
3. Acco ding
o da a
collec ed by
K. Ga S a
and J.
T i ono in
1985—1986,
78.2% o 1075
esponden-
s indica ed
ha hey
wan ed o
lea n o
speak, ead
and w i e
Russian, 6% —
o ead and
w i e, 11.8%
— o speak
only. 73.2%
o Russians
indica ed
he need o
lea n o
speak, ead
and w i e
Li huanian,
3.4% — o ead
and w i e
only, 18.6%
— o speak
only and 4.6%
did no
answe . The
p esen ed
da a
indica e
ha he
main aim o
Russian
language
eaching in
he
seconda y
schools o
gene al and
special
educa ion o
he epublic
should be
complex: o
each no
only he
spoken
language, as
ecommend-
ed in he
cu en
Russian
language
p og am o
g ades V—IX
o schools
wi h
Li huanian
as he
mo he
ongue, bu
also o
each
eading and
w i ing. The
same
objec i e
should be
se in
Li huanian
language
p og ams
o schools
in Russian
and Polish
language. 4.
In c ea ing a
na ional
school, i is
necessa y
o
immedia ely
expand
ilingual
s udies.
In ol e in
hem no
only
educa o s,
bu also
psychologis-
s,
physiologis-
s and
sociologis s.
Fo he
schola s o
he epublic,
o he
coun y and
o he wo ld
s ongly
ad oca e
he eaching
o a second
o hi d
language
un il he
na i e
language has
been
es ablished
in he pupil’s
psyche, un il
i has
become a
means o
communica-
ion, un il
he pupil has
begun o
lea n he
na i e
language o
li e a u e
(a.
Jacike igius
1970, 27, 51,
80, 250, 255;
Pycckni
s36Ik B
HAaNMOHAN-
bHOL MIKONe
1987, 21;
Bai upaiix
1979, 129-131,
139-142;
Baléikonis
1978, 106;
Dauk8y é
1980, 141;
Lauzikas,
Ul ydas,
Vabalas-Gud-
ai is,
Komenskis,
Sau ugeo
and o he s).
As we ha e
obse ed in
he s udy o
mul ilingual
eaching,
he lea ning
o h ee
languages in
ea ly
childhood
can lead o
a ious
undesi able
physiologica-
l,
psychologic-
al e ec s,
especially
among
weake
men al,
heal h,
slowe
g ow h, e c.
pupils:
language
abno mali i-
es,
con usion o
language
sys ems in
he pupil's
psyche. This
na u al
mul ilinguali-
sm hinde s
he lea ning
o Russian,
mo he
ongue and
o he
languages.
A he same
ime, his
can lead o
s uden
mikéjima,
slowing he
child's
men al,
cogni i e
de elopmen-
, because
he child has
o de o e a
lo o ime
and ene gy
o he new,
in e e ing
media.
I
Also: how
much e o
will equi e
he eache 's
i8
child o s o e
i
in memo y
he
in o ma ion
lea ned
du ing
language
lessons? !
O
wha
p ac ical
need o
o m he
child's
pe sonali-
y has i
ha he in
he
p ima y
class, say,
lea ns
ussian
o he
200
languages
138
a
Zodziy?
The only
ad an age
may be ha
i is easie
o lea n he
co ec
p onuncia i-
on o a
o eign
language. O
mo e
bene i s
duo yu
in ensi e
ne
o eign
language
cou se,
ocused
V—XII
Klasese?..
5.
To lea n a
ew
languages,
some imes
we don'
know any
p ope ly:
nei he
na i e no
Russian.
The pupils
ne
a e no only
unable o
exp ess
hei minds
co ec ly,
bu hey
emain
i
s upid.
This is
pa icula -
ly
y
impo an
o
s uden s
o
Li huanian
schools,
a
whe e
he e is a
s ong Russian and Polish speaking en i onmen .
Fo
example, one
Vilniaus
S uden s o
I
he PTM
cou se ha e
he simples
class
dic a ion o
IX
Li huanian
language,
which he
eache
e alua es as
ollows: uni s
22
i
4
Two.
Nobody's
a
hu he
h ee- o-
u .
Appa en ly,
o he
a
pupils o
Li huanian
schools in
he
Russian-Poli-
sh linguis ic
en i onmen ,
i is
necessa y o
s eng hen
Li huanian
language
eaching,
c ea e
condi ions
o
a ending
app op ia e
Li huanian
language
i
op ional cou ses, e c.
6.
1913
m.
V.
Lenin in he
a icle
,,C i ical
ema ks on
he
na ional
ques ion“ a8é:
“To supp ess
all eudal
opp ession,
all na ional
opp ession,
all p i ileges
o one na ion
o one
language is
he
unques iona-
ble du y o
he
p ole a ia
as a
democ a ic
o ce.”
(Lenin
1983.
T.
24.
P.
128).
Acco ding
o iSleis y
knygu
skai iy
misy
epublic
lags a
behind
A e age,
RTFSR,
O he
Republics
i
o
Es onia
(plg. :
1985
m.
USSR
iPublished
778
books in
100
popula ion,
RTFSR
—
1206,
La ian
TSR
—
664,
Es onia
TSR
—
1131,
o
Lie u os
TSR only
612).
Lie u os
TSR
a silieka
pe iodikos
i
leidiniy,
moksliniy
knygy
b oSi i y
i
publishing
(2.
Residue
1987
12
12).
Be
o,
dis ic s,
e.g., Aly us,
Raseiniy
e c., and
i
some ci y
books o -
es a e
illed wi h
Li huanian
books in
Russian,
which ew
people buy,
so you
won' ge
hem i you
eally wan
hem
i
Siy
au o iy
eikaly
lie u yy
kalba.
Books a e
allowed o be
i
dis ibu ed
wi hou
su icien conside a ion
j
jy
demand.
I
RTFSR
1988
m.
had o
elease a
160
p ess
elease
on he
16
olume
o he
language
aining
ki ,
Lie u os
TSR alone
(e e y
3—5
yea )
5
p in ing
lanky
olume, i
i
o ap in u.
These
i
simila
hings
c ea e a
ce ain
dissonanc-
e, iola e
V.
Lenin's
Command o
he
P ole a ia
as a
Democ a ic
Fo ce
—
,, he p i ileges
o one na ion o
one language”
ha e a nega i e
e ec on he
de elopmen o
an in e na ional
sense.
Né
We mus no o ge
ha we li e in a
mul ina ional s a e,
whe e all economic,
social, cul u al, legal
decisions always
di ec ly a ec
na ional issues.
i
i
Le us ac
Leninis ica-
lly: le us
maximize
he
de elopme-
n o e e y na ion, e e y
Ta yby
Po en ial
o he
Union Na ion*
(Go bache
1987,
54).
A s ong
na ion is
—
a s ong
s a e!
Some
pedagogical-psychological
p oblems o
mul ilingualism. I will ocus
on he mos impo an
issues when eaching
mul iple languages.
j
1.
Meanings
o
language
in he
psyche o a polyglo , by
L.
Sée ba,
o ms
ce ain
associa ion
sys ems
ha can
ela e o
each o he in
di e en
ways: bo h
languages
1)
o m wo
sepa a e
au onomous
associa ion
sys ems
ha ha e no
ela ionship
wi h each
o he .
su
(au onomous
a eas o hough ,
pu e bilingualism);
o ms a single,
undi e en ia ed,
2)
mixed sys em o
associa ions.
In his
case
,,e e y elemen
o language
has i s di ec
equi alen in
[...]
ano he
language,
ansla ion
does no pose
any di icul y
o speake s
[...]
139

Maybe
i 's
inaccu a-
e o say
ha
The people
we a e
alking
abou
speak wo
languages:
hey speak
only one,
bu he
language
has wo
o ms o
Si
exp essio-
n, one is
used and
he o he
is used.
i
(Iep6a
1958,
48).
Si
o m o
mul ilingualism is
caused by
language
in e e ence in
he indi idual's
psyche.
P ac ical
expe ience
shows ha
na u al
mul ilingualism is
usually a
mi acle.
He
condi io-
ns
iimokusiy
language
Sneka ull
o
ocabula y,
syn ax,
alk
s ange.
L.
Recognized as
ba
he only way o
limi ing
mul ilingualism
—
»samoninga
émimasi
mokiniy
mo he
ongue“
(Ilep6a
1958,
57).
Thus, he
pedagogical
o ma ion
o
mul ilinguali-
sm is closely
linked o he
su
ans e o
he ules o
he in e nal
in eg i y o
i
one
language
(in e e ence
i
ansposi ion)
o ano he
language in he
ield o
p onuncia ion,
lexicon,
ph aseology,
g amma ,
w i ing,
g aphics,
punc ua ion
and s ylis ics
(z .
B3aumogelic s-
ue...
1971;
Mapnac
1976,
150—189;
Se nas
1979,
35—39
i
k ).
Thus, language
eaching in he
epublic should
help o o m a
ha monious,
coo dina ed
mul ilingualism,
o open he way
o na u al
mul ilingualism
in he psyche o
pupils,
s uden s, i.e., in
ac , as i is
now.
o
We ha e
analyzed
Li huanian,
Russian,
Fo eign e c.
i
p og ams,
manuals.
2.
To lea n
o he
languages
as e (in
he opinion
o he
(87
eache o
o eign
i
languages)
helps: he
abili y o use
he
po en ial
ocabula y,
when
unknown,
i’ es iniai
Wo ds a e
unde s ood
acco ding o
he lea ned
basic Wo ds
o his
language
(yes I do)
76
%
in e iewing
eache );
a p au iné
lexika
(82,7
%);
ope a ional
use o Zodyn
(74,8
%);
isual
language,
abili y o
de elop
jq
sen ence
(50,8
%);
analysis
expe ience
(74,
8%);
in ole ance o
language
de ec s
(77,3
%);
pukiniy
memo y
de elopmen
(89,3
%);
ansla -
ion guides
(68
%);
he abili y o
hink logically
(89,3
%);
(68
%)
i
pee e iew
(65,3
%)
guidelines;
eading
echnique
i
pe cep ion
(88
%);
High-de i-
ni ion
eading guides
(78,7
%);
co ec ion
i
au oco ec
applica ion o
(77,3
%);
aSymo
echnique
jgidZiai
(90
%);
o hog aphi-
cal no e
(88
O ) ink.
To comba he
su
e ec s o
language
in e e ence, as
he
abo e-men ion-
ed Li huanian
and Russian
o eign language
i
eache s'
answe s show,
helps linguis ic
sys ems, he
need o
p ac ical
compa ison;
ansla ions
lie u iy ki as o
ki y lie u iy
language;
i§
si ua ional
j
exe cises;
exe cises only in
i8
one language;
j
applica ion o
simula ion;
con as ing,
phone ic,
s ylis ic
exe cises; all
kinds o ex
analysis.
In e e ence
wi h he
in e nal sys em
o he new
language is
o e come by
d awings (say:
34mox
i
3aM6x).
3.
A z alga
j
These language
didac ics
p inciples, ules,
ju
gi en o he
lea ning o
na i e, TuSy
uZeniesio
a
language (mo e
Z .
Illapnac
1976,
100—190):
Func ional
heu is ics,
equi emen s:
a)
o c ea e a
eaching
sys em based
on unc ional
g amma ,
ne
language
minimum,
widely apply
a ious
heu is ic
eaching
me hods,
algo i hms,
schemes;
combine
b)
conscious
in ui i e
i
language
lea ning,
connec ing
he sphe e o
su
consciousnes-
s; ocusing on
c)
he epe i ion
o he
subjec
language in
exe cises
wi h g adual
inc ease o
i
di icul y; he
y
p inciple o
in eg a ion,
which shows
ha he
p ocesses a e
ca ied ou
complexly
To each a
language,
cons an ly
conside ing
he
in e depend-
j
ence o
a ious
linguis ic
ac i i ies and
i
he language
i sel , o use
i o de elop
a ious
i
cogni i e
abili ies o
i
he s uden :
hinking,
imagina ion,
emo ions,
will, memo y
140
( egimaja,
gi dimajq,
mo o ing;
sho - e m
i
long- e m);
cons an ly
coo dina e
deduc i ely
induc i ely
i
he
in oduc ion
o new
linguis ic
ma e ial and
i s
sys ema iza-
ion, de elop
language
guidance; he
p inciple o
posi i e
disposi ion,
which
equi es he
o ma ion o
h ee le els
o egula ion
o disposi ion:
cogni i e
i
a)
(cogni i e)
ela ed o
su
in e io ized
alue goals,
meaning ul
s uden
s uden
a i ude,
a
posi i e
emo ions,
b)
a ec ion,
maZo o
(con inuous
posi i e
p epa a ion
o
ac i i y)
bike
i
c)
ac i i ies
(ki ybine,
kalbine,
p o o,
mokomaj-
i
a, e c.),
when
A pe son
su
wi h
pleasu e
ealizes his
goals, ideas
(a.
Se nas,
Ramo¥kiené
1987,
168-177;
Se nas
1987,
110—112);
he p inciple
o si ua ional
hemes, which
equi es
ensu ing ha
he use o
na u al
si ua ions o
i
communica ion
is c ea ed, and
i
ha he
spi i ual wo ld
o he
pe sonali y is
ichly
ma
exp essed
i
acco ding o
he in ended
hemes;
a Z alga
kalbby kul u y
sa eika
mokyme, based
j
on ele an
i
heo ies
(IMlapuac
1976,
150—188).
The analysis
o sociological
p oblems
shows ha
ka
he e is a need
o
imp o emen ,
u he
imp o ing he
unc ioning o
language in he epublic.
Pedagoginiy
i
psychologin-
iy p oblemy
analysis
opens eal
pa hs o
he
o ma ion
o he
indi idual
sel -ha mon-
ized,
coo dina ed
mul ilinguali-
sm, in o de
o
In Li huania,
he e is a e y
widesp ead
na u al, mi8 iq
mul ilingualism.
LITERACY
Lenin
V.
P ole a ian
In e na ionalism
i
and Na ionalism.
V.,
1959.
Leninas
V.
The CCP abou
p ole a ian
in e na ionalism.
V.,
1978.
M.
Go bache
language
Janua y
CK
Plena y
o he CPC
//
T ue, in
1987.
Janua y
27.
Go bache
M.
Oc obe
i
eo ganiza ion:
he e olu ion is
unde way.
V.:
Min is,
1987.
Bal ikonis
J.
Selec ed
wo ks.
V.,
1978.
T.
1.
P.
106.
Daukii es
J.
Compa ison
i
o he le el
o
p o iciency in
Lie u iy usy
kalby as a
esul o
i
ea ly ea ly
bilingualism
o ma ion
//
Educa io-
i
nal issues
o eaching.
V.,
1980.
P.
77—78.
Jacike icius
A.
Psychology o
mul ilingualism.
V.:
Though ,
1970.
emainde
A.
P ess
i
cul u e
//
Li e a y
i
a ,
1987.
G uodizio
12.
Se nas
V.
B olybés
i
ba á ys és
in o he languages
//
A communis .
1983.
N
10.
P.
25—28.
Se nas
V.
Some
pedagogical and
sociological
i
aspec s o
language
eaching in
mul ilingual
condi ions
//
P oblems
o social
and linguis ics:
Lie u iy
kalbo y os
klausimai,
XIX.
V.:
Science,
1979.
P.
35—40.
Se nas
V.
The p inciple
o o ming a
posi i e
a i ude in he
pedagogical
p ocess
//
Ha moniously
de eloped
socie y, he
de elopmen
o ac i e
s uden
pe sonali y
h ough
TSKP
XXVII
su a-
Seeing
o de s.
V.,
1987.
P.
110-112.
Jlenun
B.
HW.
Monn.
co6p.
Coy.
T.
45.
Bec uuk
c a uc axu.
1980.
Ne
7.
C.
41, 42.
Bsaumojeiic sue
a3bIKOB
B
Mpo ecce
o6ysenns
/
My head.
B.
WapHaca.
Bumpu oc,
1971.
Bocuu s sa ,
yOexXeHHEIX
MaTPHOTOB-HHTepHAalMOHATHCTOB.
M.,
1982.
Jlemepues
IO.
PaspaTHe
HaUHOHANbABIX
A3KIKOB
H
A3bIKA
Me%KHALMOHAIBHOTO
oGu enus
//
Communic.
M.,
1973.
Ne
1.
Pycckuii
A3bIK
B
HALMOHAbHOH
UIKONe
(apo6nems
aua somumax uxn).
/
Tox head.
H.
M.
MWaxcko o
u
M.
3.
Baxeenoi .
M.:
Mega o uxa,
1977.
141
Illapnac
B.,
Pamowx-
kene A.
[[pHuuun
co3qaHua
mega o -
Myeckoll
ycTaHOB-
KH Kak
OCHOBa
Pa3BHT-
HA
CaMOCT-
OATeNbH-
OW
yueOHO
gea Ten-
bHocTH
//Hay4.
Tp. By30B
JIua CCP.
Mena o -
uxa, T. 22.
1987. C. 168-179.
IlapHac B.
O epxu
no
mHH Bo-
gHAaKTH-
Ke.
Busmbu -
oc: Moxcsiac, 1976.
Le he
go. B.
Ms6panu-
sie
pabo si
10
a3bIKO3H-
aHHIO HM
(hoHeTH-
Ke. J.,
1958. T. 1.
COWMAJIBHBIE MW
MEJATOPMUKO-TIC-
HXOJIOPMHYECKHE
TIPOBJIEMbI
MHOPOS3bI4MA
Pesiome
Ha ocHose
uccieqoBaHH-
A, aHaIH3a
COMMAIHBIX
ABJICHHI B
pec yOnHKe
M CTpaHe
JenaeTca
HECKOJIbKO
BBIBOAOB,
BAXKHBIX JIA
HasibHelime o
(yHKUMOHMP-
OBAHHA
ABY-H
MHOFOS3bI4-
HA Cpequ
HaceeHHA
peci yOMHKH,
KOppeKTHPO-
BKH
CO3JaBle ocA
COCTOMHHA
(KOHKpeTHbIe
WeNH M
3ama4H
o6y¥eHHA
pyccKOMY,
JIMTOBCKO-
MY KaK
BTOPOMy;
HEOOXOAUMO-
CTh
HccieqOBaH-
MA PaHHe o
MaccoBoTO
TPeXbASbI4M-
A;
HEOOXOAHMO-
CT
KOPPeEKTHP-
OBKH
H3AaTeNbCK-
ON paOoTHi,
OKa3aBu elica
B JIMTBe Ha
Gosee
HU3KOM
ypoBHe, 4eM B
Apy ux
pec yO1MKax,
4 Wp.). B
cTaTbe
BbIABUTAa o-
TCsA M
HEKOTOpBIe,
HanOonee
BaxHble,
Me7a O wKO-
-lcHXOJIO Hy-
ecKHe
MOOKCHHA,
HMCIOWHe
Sompuioe
TeopeTHuecK-
Oe H
MpakTH¥ecK-
Oe 3HaYeHHe
AIA
CO IacOBaHH-
O O,
KOOPAHHHpO-
BaHHO O
H3Y4CHHA
HECKOJIBKHX
ABbIKOB
(YYCT
MPHHUANOB
SHHTBOTHAA-
aKTHKH,
MCHONb3OBA-
aHHe
HAOMO HYeC-
KO O M
KyETYpHOTO
ombi a
oOyyaembBix
H ap.).