1 / 19

Galeev T . , Kazan Federal University ( Russia)

APPLICATION OF LINGUISTIC TYPOLOGY IN TRAINING OF RUSSIAN FOR FOREIGN STUDENTS. HOW CAN Language typology databases BE USEFUL IN STUDYING LANGUAGES ?. Galeev T . , Kazan Federal University ( Russia). INTRODUCTION.

dmitri
Télécharger la présentation

Galeev T . , Kazan Federal University ( Russia)

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. APPLICATION OF LINGUISTIC TYPOLOGY IN TRAINING OF RUSSIAN FOR FOREIGN STUDENTS. HOW CAN Language typology databases BE USEFUL IN STUDYING LANGUAGES? Galeev T., Kazan Federal University (Russia)

  2. INTRODUCTION • There are significant differences between the knowledge of the native and foreign languages. Person learns native language not because of his conscious effort to know the language, but because of natural development of thinking at early age.

  3. Human studies a foreign language usually in conscious age in addition to the already acquired as a system and set of rules. Such language acquisition is characterized by conscious and deliberate way. It is typical for studying a foreign language when students learn rules and regulations to apply it in communication .

  4. Neuro-linguistic approach • According to neurolinguistics, language contacts (interaction between students' native languages and the foreign language in the process of learning) occur each owning a foreign language or studying it. It is believed that one hemisphere of the cerebral cortex is focused on the knowledge of the native language (usually left as a dominant), while the other hemisphere (usually right) manages a second language.

  5. The influence of the native language can be studied both positive and negative (the word forms in the native language are transferred to the target language, which may be a source of error). Positive transfer is called «transposition»and the negative – «interference».

  6. Considering the phenomenon of migrations between two language systems in contact, teacher of a foreign language should strive to build their classes based the nature of interaction between the two languages. The purpose of the work is to ensure wider use of positive transfer from the native language to learn and possibly prevent negative transference.

  7. Contrastive approach • The direction of linguistic studies associated with the comparison of different languages with the aim of identifying the similarities or differences at all levels of the language system is being developed within the framework of a comparative (or contrastive) linguistics.

  8. According to the principle of consideration of the native language difficulties of the target language caused by differences between native and target languages are being accounted in the selection of educational material for training, its presentation and consolidation. This principle is most consistently implemented in textbooks and manuals, aimed at native language of the students.

  9. Appropriate lexical and grammatical comments and exercises help to overcome the interfering influence and usage of positive transfer from the native language. This principle of learning implements in practice in two forms: 1) latent, or hidden, when the supply of the material is made with the intention to prevent possible errors and 2) expressed – conscious comparison of features of native and second languages.

  10. This mapping takes place mainly in textbooks designed for lessons with philologists and is being implemented in the form of the principle of relying on the native language of the students. • The aim of the article is not just a representation of certain results but also an outlininga common path, which it is possible to improve the process of teaching a foreign language.

  11. Quantitative approach • The existence of The world atlas of language structures (WALS) and Jazykimira(«Languages of the World») represents an excellent opportunity to consider different choices that have been made or could be made in future approaches to structuring large amounts of typological information.

  12. The World atlas of language structures • WALS is an international project, which includes a computer database to 2560 languages and 142 attributes, of which 128 grammar. WALS interface offers conversion of the results to various text editors to highlight key features of the language and to compare them with the parameters of other languages for teaching phonetics and grammar.

  13. Languages of the world (Jazykimira) • «Languages of the World» (JM) database was created at the Institute of Linguistics of Russian academy of sciences on the base of a series of monographs. JM contains data for 315 languages, mostly from Eurasia. The great advantage of this database is that its interface allows comparison of languages by parameters. For example of comparison was taken unrelated to Russian Turkish. The table above clearly shows any language peculiarities will arise great difficulty in teaching.

  14. CONCLUSIONS In comparison of two languages teacher faces three groups of language phenomena : • having analogues in students' native language; • having no analogues in students' native language; • overlapping in the two languages.

  15. Language phenomena belonging to the first group absorbed relatively easily, because it is transferred speech skills in the native language to the target language. The greatest difficulty represent phenomena, overlapping in the two languages, because of the negative influence of the native language, and phenomena that are not in their native language.

  16. Phonetic interference inhibits the formation of phonetic base in second language. Its effect is manifested both in production and in the perception of speech. The result of this interaction is a violation hearing and pronunciation skills in the target language.

  17. It is useful to follow the guidelines when implementing mentioned principles of learning in the classroom: 1. When explaining new lexical and grammatical phenomena show students how they can build on their existing knowledge, skills in the native language. 2. Demonstrate differences in pronunciation, vocabulary, grammar, existing in two languages when expressing similar but different phenomena. 3. Include in the system of training exercises, taking into account the difficulties of the phenomenon for students and helps to overcome such difficulties. Many textbooks such exercises are specially marked (for example, corrective language courses).

  18. The work is performed according to the Russian Government Program of Competitive Growth of Kazan Federal University.

  19. REFERENCES [1] Shchukin, A. (2003). Metodikaprepodavanijarusskogojazykakakinostrannogo. [Methodology of teaching Russian as a foreign language.]. 334 p. VyshayaShkola [2] Schepens, J., Van derSlik, F., & Van Hout, R. (2013). Learning Complex Features: A Morphological Account of L2 Learnability. Language Dynamics and Change, 3(2). 218-244. Special issue, "Phylogeny and Beyond: Quantitative Diachronic Approaches to Language Diversity", edited by Michael Dunn. [PDF] http://dx.doi.org/doi:10.1163/22105832-13030203 [3] Gak, V. (2014). Russkijjazyk v sopostavlenii s frantsuzskim. [Russian language in comparison with French.] 264. Lenand [4] Smirnitskiy, A. (1975) Ocherkiposopostavitelnojgrammaticerusskogo I anglijskogoyazykov. [Essentials Of Russian Grammar.] 380 p. VyshajaShkola [5] Isachenko, A. (2003). Grammaticheskayastruckturarusskogojazyka v sopostavlenii so slovatskim: morfologija [The grammatical structure of the Russian language in comparison with the Slovak: Morphology.] 880 p. Jazykislavyanskojkultury [6] Vagner, V. (2001). Metodikaprepodavaniyarusskogojazykadlyaanglogovoryashchikh I frankogovoryashchikh [Methods of teaching Russian language for English speakers and French-speakers: Phonetics. Graphics. Speaking.] 384 p. Vlados [7] Kuznecova, I. (2006). Prakticheskijkurssopostavitelnojgrammatikirusskogo I frantsuzskogojazykov. [Practical course of comparative grammar of Russian and French languages.] 315 p. MSU Publisher [8] Rezvetsova, M. (1989). Praktikumposopostavitelnojtipologiianglijskogo I russkogojazykov [Workshop on comparative typology of English and Russian languages.] 160 p. Prosveshchenije [9] Arakin, V. (2005). Sravnitelnajatipologijaanglijskogo I russkogojazykov. [Comparative typology of English and Russian languages.] 232 p. Fizmalit. [10] Schepens, J., Van derSlik, F., & Van Hout, R. (2013). The effect of linguistic distance across Indo-European mother tongues on learning Dutch as a second language. In L. Borin & A. Saxena (Eds.), Comparing Approaches to Measuring Linguistic Differences, pp 199-230. Mouton de Gruyter [11] WALS — The World Atlas of Language Structures / HASPELMATH M., DRYER M., GIL D., COMRIE B. (Eds.) Oxford, 2005. [12] Polyakov V., Solovyev V., Wichmann S., Belyaev O. (2009). Using WALS and Jazykimira // Language Typology. V. 13. P. 135—165. Walter de Gruyter and Co. [13] Poljakov V, Solov’ev V. (2006). Komp’juternyemodeliimetody v tipologii I komparativistike. [Computational models and methods in typology and comparative linguistics.]. 208 p. Kazanskijgosudarstvennyjuniversitet.

More Related