Kai kurie pedagoginiai ir sociologiniai kalbų mokymo aspektai daugiakalbystės sąlygomis

SOCIAL LINGUISTICAL PROBLEMS QUESTIONS OF LITHUANIAN LINGUISTICS, XIX (1979) Vytautas ŠERNAS SOME PEDAGOGICAL AND SOCIOLOGICAL ASPECTS OF LANGUAGE TEACHING UNDER THE CONDITIONS OF MULTILANGUAGE Under the current conditions of a developed socialist society, the knowledge of several languages is not a luxury, not a private, but a state-level need, a necessary condition for the successful development of culture, science, technology and production. This problem is particularly relevant for small nations. Under the conditions of regional multilingualism (Canada, Belgium, Switzerland, India, China, Indonesia) various nations speak their own everyday language. In the Soviet Union, all people and all nations gradually became multilingual. In the era of socialism and all kinds of contacts, two factors contribute to the formation of multilingualism: 1) the need of society to communicate in different languages in various spheres; 2) teaching in the mother tongue in national schools, where Russian is also taught as a means of communication among the Soviet peoples. In addition, foreign languages are taught in our republic’s schools (in some places even Latin), and Lithuanian as a non-native language in Russian and Polish schools. A particularly important factor in universal multilingualism is the school education system. For example, according to the 1959 and 1970 census data (11-19 year olds), the number of non-Russian bilinguals in the union republics increased more than 5 times in the 1970s, thanks to the establishment of Soviet secondary and, in part, higher education, from 30.7% to 75.39% in the republics and regions (see Tychorno M. H., 1977, 57). Therefore, the struggle arises: whether we will form an organized, conscious, differentiated multilingualism in school, or allow it to be undifferentiated, spontaneous. In the psyche of a polyglot, language phenomena, as shown by L. Ščerba’s studies of the Lužic dialect, form certain systems of associations, which can relate to each other in different ways. 1. Both languages form two separate “autonomous” [Cyripyx A. E., 1977, 22—28] differentiated systems of associations, which have no connection with each other (autonomous areas of thought, pure bilingualism). According to A. Jacikevičius- ,,,the transition from one language to another can be conceived as the transition of associative processes into another system of intraverbal associations and their limitation to the latter” [Jacikevičius A., 1970, 205]. 2. A single undifferentiated, mixed system of associations shall be formed. In this case, “Every element of the language has... its direct equivalent in another language, the translation of which does not present any difficulty to the speakers… It might even be inaccurate to say that the people of whom we are talking are bilingual: they speak only one language, but this language has two forms of expression, and one is used and the other is used” [IIlep6a A. B., 1958, 48]. This form of multilingualism is a real interference of languages in the psyche of the individual. 1 Multilingualism refers to the practical (not theoretical) use of several languages for communication purposes (listening, speaking, writing, reading, translating, or all types of linguistic activity combined). Multilingualism can be divided into bilingualism, trilingualism, quadrilingualism, etc. When we talk about the learning of 3-4 languages in school, we also use the term multilingualism (school, not sociologing). Be 35 Practice shows that verbal multilingualism is usually mixed. Under its conditions, the language of the pupils is overwhelo med with foreign ir words of lexicon, syntax, especially the native pronunciation of non-native languages. (for details, see Illep6a JI. B., 1947, 56). L. Ščerba acknowledges the only way to limit mixed multilingualism in school — ,,conscious reliance on the pupils’ mother tongue“ (also, p. 57). Thus, the pedagogical process of multilingualism mo formation is closely related to the transfer su of rules of internal laws of one language ir (interference ir transposition) to another language in the areas of pronunciation, lexicon, phraseology, grammar, spelling, graphic, punctuation and stylistics (Zr. BsaumopeicTBHE..., It should 1971). be noted that the phenomena of transposition ir interference have long been observed. For example, in Quintilian's work ,,On the education of the orator“ (I m. e. a.) recommenvo ded the future orator to study Greek, because, in jo his opinion, the studies began with Greek. “However, it is not necessary to force a child to study for a long time or to speak Greek for a long time, as many do, because there are defects in to the jų pronunciation of the native language. Due to the constant use of a foreign language, we get used to its characteristics, such a habit can be overcome only o with enormous effort” [Ksuntuiuan, KH. 1854, 1,5. Cit. according to Paymen6ax B. D., 1971, 7-8]. J. Comenius was perhaps the first to try to create a multilingual teaching system, a method based on the mother tongue, which together with Latin “must be given full attention and learned as needed” (Comenius J. A., 1975, 3, 57; 354—360). F. Engels, criticising Dühring, wrote that the forms of a native language are understood only when one understands their “origin and gradual development, which is impossible without paying attention, first, to its own fixed forms and, secondly, to the related living and dead languages” [Dnrenbe ®@., 1952, 303]. According to N. Krupskaya, Latin influenced the structure of Lenin's speech, "making it more harmonious and expressive... Slavic languages helped to better understand the morphology of the native language, to understand its development. What is old and outdated (Latin and Slavic languages) Iljitch used even in his school years for a deeper understanding of the present languages” [Kpynckas H. K., 1965, 360]. Thus, apparently, the task of the Soviet school is, in forming multilingualism, “to make the mother tongue not an enemy, but a friend and helper”. [IIlep6a JI. B., the 1929]. theory of identical elements states that,,identical elements in the broadest sense, present in the past and in the new situation, facilitate the individual’s adaptation to the latter” [DkKcnepHMeHTaJibHasi TicHxoJIiorKs, 1973, 139], and in the Indo-European languages taught in the republic’s schools, such elements are present [Mažiulis V., 1970]. The benefits of conscious, differentiated multilingualism are demonstrated by several facts: 1) the observation of the learning of native, Russian and foreign languages during the pedagogical process [IIlspnac B., 1976, 157—159]; 2) self-reports of pupils, which show that learning their mother tongue greatly helps them learn Russian (81.8—95.594 pupils confirmed this), and Russian and foreign languages — their mother tongue (54.59); 3) experiments on the interaction of pupils’ native, Russian and foreign languages show that when the meaning, genus, management, etc. of words coincide, the corresponding forms are learned more easily, when they do not coincide, long practice is necessary to limit their interference (ibid., pp. 161—180); 4) researches on conscious reading (about 5000 pupils and students) show that pupils read quickly, consciously in their mother tongue, and read relatively quickly in Russian and foreign languages [[[Isipuac B., 1977, No. 12]); 5) studies of the relationship between language learning (including 424 students of grades IV, V, VIII, IX, XI from 26 different secondary schools over a period of 8 years) show that the relationship between students’ written and oral answers in Lithuanian and Russian is strong, substantial (correlation coefficient C 0.60 +0.03 and more). There is also a strong correlation between Lithuanian and foreign language proficiency (ibid., pp. 52—54). The presented facts show that it is necessary to form conscious, differentiated multilingualism, to maintain close relations of Lithuanian, Russian and foreign language teaching. In order to successfully implement this in practice, the following linguistic studies of the respective languages from the secondary school course should be carried out: 1) compile a Lithuanian frequency and associative vocabulary, write functional grammar, etc. ; 2) describe Lithuanian language from the point of view of Russian and Polish languages (this is necessary for teaching Lithuanian as a non-native language in Russian and Polish schools); 3) describe Russian language from the perspective of Lithuanian language; 4) to describe 36 English, German, French languages from the perspective of Lithuanian and Russian languages. These linguistic studies, closely related to Lithuanian language, would allow authors of school programs and textbooks in different languages, as well as teachers to coordinate their activities more targeted, pedagogically forming conscious, differentiated multilingualism in school. These factors are of great importance for the formation of conscious, differentiated multilingualism. I. Dominant motivations for language learning. Scientists have found that language cannot be taught, it must be learned. The success of organized or independent language learning is determined by the interests of the person, the desire to learn and remember the language, the needs and motives for learning this language. A study of about 4000 pupils in grades 4-11 showed that the motivations and needs for language learning are very different. For example, an analysis of the interests of 1082 pupils of grades IV — XI shows that the most attractive are subjects of a cognitive nature (history, geography, zoology), as well as physical culture, work lessons. Of the 17 subjects, pupils in grades V-VI place mother tongue in about the fourth place, in grades VII in the second place, and in grades VIII even in the eighth place. According to the motivations of learning, students can be divided into two groups: 1) those who are guided by internal needs: they consciously want to learn languages; 2) learns because he recognizes the necessity; 3) those who learn because, for example, the school requires. After interviewing 265 graduates, it became clear that Lithuanian language is learned with desire 44.3 94, learned that need —49.494, learned translated —6.3 94. Of the 358 pupils in grades V—XI, 83.9% indicated that they would study Lithuanian if it were optional, 11.3% would study it if it were interesting, and 4.8% would not study it. The analysis of the motivations of students for learning languages shows that 70,394 (out of 364) students simply like to learn languages, 29,7 94 — do not like it. The main motives that encourage language learning are cognitive (28.7 94), social communication and perspective (21,29) and the motives of duty. Forming language learning motives helps practical needs of this language, linguistic activity, because,- ,like consciousness, linguistic activity arises only from the need, from the necessary need to communicate with other people” [Mapkc K., urease D., 1966, 22]. After analyzing the answers of 1888 students, it became clear that less than half of the respondents (41.6%) feel the need to learn languages. Therefore, weakly formed needs. For example, only in some schools (54.3 94) students are given the task of translating from other languages into Lithuanian, although in life, especially when working in production, this is often necessary. Couldn’t translation become one of the forms of production management? It is necessary that teachers and lecturers themselves love their subject, know how to cultivate interest in it, encourage the learning of the taught language, choose interesting texts, organize correspondence, meetings with writers, linguists, language and literature evenings, talks about books read, films seen, competitions, olympiads, etc., so that good language skills in every way provide students with pleasure, encourage their emotional and logical activity. II. 1998-1999 Translation. Translation as a form of linguistic activity is an effective tool for the formation of proper differentiated multilingualism. This is evidenced by the huge interest of students in the practical translation course, which is usually taught in schools with enhanced Russian language teaching (2 hours per week). The main objectives of this course are: 1) development of practical translation skills; 2) formation of stylistic skills; activation of knowledge, deepen payment skills; formation of conscious differentiat3) ed bilingualism, ir development of ir comparative 4) language analysis skills, enrichment of the student’s philological experience; 5) introduction to the basic requirements of translation 37 (see section 4.4). [Tporpamma, 1977, 4). Lithuanians could help more to teach translation to the Russians of the republic. Be therefore, it is ir necessary to introduce translation training in all higher education institutions. This course could be attended ne only by Russians, but by ir Lithuanians. III. Self-directed reading. 1029 The mathematical analysis of the answers of the manufacturers shows that ir in secondary schools insufficient attention is paid to the formation of conscious reading skills, rapid conscious reading. It is understood that apprentice producers mostly read in their native ir language (73,3 4 of respondents). Ji consists of 41 — 100% of all literature read in one year. Iš to number of 41 —60 44 literature in mother tongue read 32,4 9; respondent61-809, — 26% ir 81—10094 — 15,1% s, respondents. Only of all 26,59; respondents indicated that literature read in their mother tongue accounts for a small percentage read (0— 579; 2,5 94 of respondents, 6—2094 — 10%, 21-409; — 14%). Most of these responses belonged to iš For returned informants of the Soviet Army (from 1029—285 demobilized) (see section 4.4). 1 Table 1). Comparing the data of the district producers su of four rural schools deI table All literature (fiction, scientific, social and ir political), read in mother tongue (%) | | Groups | AE kult CARRE | IV Respondents | 0—5 | 6—20 | 21—40 | 41—60 | 61—80 | 81—100 | | | | Rajony producers hl 11 4,8 | 8,5 287 | 287 28,7 The Urban Makers | 12 54088 Miles 313 [968 16,3 Higher education students 3,31 12,8 | 99 | 332 | 216 13,2 Demobilized Soviet "|| | | | Army soldiers | 30 | 119 | 200 | 394 | 22, 7.4 Suvestiné nos 100 | 140 | 324 | 260 15,1 According to vintoky data, we see that students read much more literature in their mother tongue than producers. A developed socialist society needs good readers who read not only fiction, but also scientific, popular science, social and political literature in the native language, Russian, and partly in foreign languages (see Table 2). Reading books in different languages is an important factor that contributes to multilingualism in school and beyond. Therefore, in secondary school it is necessary to strengthen the guidance of pupils for extracurricular independent reading; that could be done by the deputy principal for extracurricular work, a Lithuanian. Lithuanian and Russian language lessons could be used to teach and control independent reading of scientific, science popularization and social and political literature. This would also diversify the lessons themselves. It is also necessary to intensify the teaching of the technique of conscious reading in all languages. IV. Philosophical experience of students. The philological experience consists of two components: linguistic and psychological. The linguistic aspect of the philological experience refers to the student’s ability to take advantage of the similarities of languages in order to understand and learn a new language faster. L. Ščerba’s idea that students should be taught the language in such a way that they,,with little and independent effort, not only learn a lot of words, but also learn a lot of vocabulary, is worth noting. 38 Table 2 Summary of literature read in native, Russian and foreign languages (94) Groups of respondents Language Literature 41—80 0—5 | 6—20 21—40 4160/61 —80[31—90 6—t0| A180 Lithuanian | All read 95 | 100 | 140 | 324 | 260 | 15,1 | 240 735 Grožinė 20,2.1:572 1162 | 541 1,1.170,1 | 709 6,5 Russian: Mokslinė 335 | 509 1129 | 30! o4| -| 632 34 Public policy 549 | 415] 31| 05 LL nl 04455 0,6 ir , || | | Foreign | 854 | 128 | 14] 04| -= oad 0,4 | 889 | 191 0,87 01) 01 | — | 10,9 0,2 | 968 | 3,1 OF tro = = 39 giau or less to read various books in the languages they learned, but would also be prepared to learn to read books in any European language completely independently” [Illep6a JI. B., 1929, 15]. This is required by the technical revolution, the improvement of production, the raising of the level of socialist culture. The psychological-logical aspect of the philological experience includes the ability of the student to use the knowledge and skills of the mother tongue when learning a second and third language. This includes the development of pupils’ potential vocabulary (international, similarly sounding words, related to the learned, skills of operative work with the dictionary and various analysis, formation of general grammatical concepts, development of language sense, independent language learning, logical and visual thinking skills, self-correction and evaluation skills, attention, criticality, development of verbal memory and linguistic listening, improvement of articulation, development of the art of oratory speaking, development of vivid reading and visual narration skills, development of conscious reading pace, development of love for the book, improvement of writing technique, etc.). Raising the common language culture is a task of all linguists, which should be led by school Lithuanianists. The formation of proper, conscious, differentiated multilingualism is a very complex pedagogical process, the success of which depends on whether the linguistic, psychological and methodological mechanisms of language interaction will be sufficiently deeply and comprehensively investigated, whether students, teachers, lecturers have sufficiently understood the languages in contact in the psyche of pupils, students, their identities and differences, and finally, whether these researches and established laws will be sufficiently efficiently implemented in the teaching process. Thus, the contribution not only of Russian and other language specialists, but also of Lithuanians to the formation of conscious, differentiated multilingualism should be much greater than it is now. Literature Jacikevičius A. Psychology of multilingualism. V., 1970. Mažiulis V. Relations between the Baltic and other Indo-European languages (Declination). V., 1970. Komenskis J. A. Selected Pedagogical Writings. K., 1975. Mapxrc K., Jnrenbe O. Ha6pannbie npon3BejeHHs B 3 ToMax. —M., 1966. T. 1. Duresbe O. Anrn-/liropuar.—M., 1952. I'm sorry, I'm sorry. —Bunbaroc, 197]. Phy6orso M. H. K usyuenuio ĮByAišbiuHs B HCTOpHH HApoJos MHpa. —CoBerckas STHOrpadHAs, Mi, 1977, Ne 5. Kpynckas H. K. Ha36pannsie riejtarornueckne npouseeaenns. —M., 1965. 39 IlporpaMmMa jist IX —XI Kūacec0B C VyrgydOJieHHhIM H3yueHHeM pyccKOro si3bika H JIHTEpaTypbiI KOJI C JIHTOBCKHM H3bIKOM OGyueHHs. (Pycckuit s3bik. Pyeckas JiūrTeparypa. 3aHATHS IIO nepesoay). —Busbaroc, 1977. | PaymenGax B. 3. Kparkuii 0630p OCHOBHBIX METOJIOB NperiojįaBaHHA HHOCTDAHHbIX SI3bIKOB c I no XX Bek.—M., 1971. Cynpyn A. E. Jipa THna ĮĮBYs3bIuKHs, TpaHCIO3HUHSH H di Fa —B ku. : Pycckuit s13bIiK B HanHOHaJibHOH IriKOjIie. [Tpo6aemsl jiMHTBOJIM ĮĮaKkTHKH. M., 1977. Genopos A. B. Ouepku oGingeii H coriocrTaBHTeJIbHOH cTHaHCTHKA. —M., 197]. Wankuii C. T. Ilegarornueckue counnenns. —M., 1962—1965, r. 1—4. Illapnac B. I'm not sure. mo — Burbajoc, 1976. Illapuac B. Odyuenne GbicTpoMy CO3HATEjIbHOMŲ UTEHHIO —OOLIeIIKObHAS B3ajjaua. —CosBerceKas neaaroruka, M., 1977, No 12. It's not him. B. Kak Kajo usyuare nHocTpaHHbie si3bIKH. —M.—JI., 1929. lllep6a JI. B. [IpenogaBanie HHOCTPAHHBIX i3bIKOB B cpejHeil LIKOJIe. - B too. : One Boripocki metoauku. M.—JI., 1947. I'll take her. B. M36panunie paGoTsl No 5135IKO3HAaHHIO H oreTnke. —JI., 1958. T. I. DkenepumMenTrajibuas ncuxosorus. —M., 1973. Good. IV. Research Institute of Pedagogics of the Ministry of Education of the Lithuanian SSR HEKOTOPBIE NMEJATOI'- HYECKHE H COLHOJIOTHYHECKHUE ACHEK Thi OBYYEHHSA HECKOJIbKUM S13bIKAM B WKOJIE Pe31oMe 3ajaua KOOpAHHHPOBAHHOIO, COrJACOBAHHOIO H3Y4YEHHS HEeCKOJIbKHX S3bIKOB TECHO CBS3aHa C 3ajiaueil BCECTOPOHHETO Pa3BHTHS JIHYKHOCTH, BeIABHHY TOI Ha XXV cse3jte KIICC, pemuTts KOTOpYIO JO/IKHa MOMoyb coBerckas wkona. Ho kak? "Hamu noxgmep:kusaercs KoHuenuus JI". B. IllepOsi, corjjacHo KOTOpOil 3/1eMeHTHl peyd B CO3HAaHHH ČHJIHHTBA HAXOASTCH B OMpeje/IeHHbIX CHCTeMAX acconHalHH, HeOJHHAKOBO B3aHMOJEHCTBYIOWHX: |) OGa s35IKAa o0pasyloT JBe OT/JeJIbHBIE CHCTEMbI AaccOnHanLHH, He KOHTAaKTHDpYylOMHe MeXKIy COGOH (aBTOHOMHbIE OČJIACTH B MbILIJIEHHH, UKHCTOL JBY513519Ke- ); 2) oGpa3yercs ofHa OOINIASI CHCTeMa aCCOUMAIHNIT —peaJIbHbIė HCTOUHHK MACCOBOK HHTEDpOs2peHHHH, KOr/la pOjĮHASI HJIH pyccKas peub VualnLHXCH MecTpeer JekCHYECKHMH, CHHTAKCHUeCKHMH H Ip. BapBapH3MaMH. JI. B. Illep6a, A. E. CynpyH and Ap. yuenbie NPH3HAIOT aBTOHOMHOE MHOrosi3blune, OopMHpyeMoe IIyTEM „CO3HATEJ/IbHOTO OTTA/IKHBAHHS OT polįHOTO 53bIKA Vualnixces“ (Illepča JI. B., 1958), npeBpameHHe poOjJįHOTO fsblka „B Įpyra H TNoMomHHKAa“. 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