Untitled

saxelmwifo enis swavlebis sakiTxebi:
problemebi da gamowvevebi
Issues of State Language Teaching;
Problems and Challenges
real speech production rather than only on hypothetically implied semantic systems ratio. Real speech production
is estimated in the aspect of existence/not existence of language interference and development of linguistic
code. Thus, the above–mentioned typology can be viewed as a dynamic formation, where more or less autonomous
functioning of language systems depends on subject’s actual condition. The psychological mechanism
of this phenomenon is formation of language “set” that will activate semantic and structural peculiarities
characteristic for the language (D. Uznadze)
Formation the set for speaking second language implies two factors: subjective (need) and objective
(situation). Subjective factor is created by existence of the relevant motivational base – integral or instrumental
motives (Gardner, Lambert 1972, 2007), and the situation – by the communication with the second language
bearer (e.g. teacher) or specific activities (entertainment, professional activities, etc).
According to Albert and Obler ( 1978) notions of compound and coordinate may be difficult to define,
but they serve to remind us that acquisition parameters may influence the way in which a second language is
organized in later life. Age of acquisition and manner of acquisition must be considered as factors influencing
mechanisms of bilingualism. It is likely that certain systems (e.g.phonological perception, deep semantics)
will be compound for all bilinguals, while other systems (e.g. lexicon and syntax) will be coordinate to a grater
or lesser extent. Ellen Bialystok (2006) proposes the model of second language learning which attempts to
account for discrepancies both in individual achievement and achievement in different aspects of second language
learning.
Thus, formation of bilingualism is possible to understand as shifting from the compound, mixed type to
the autonomous model. This depends on the quality of teaching. Teaching can accelerate formation of coordinated
bilingualism, or vice versa, ineffective teaching can constantly leave a pupil in the state of a mixed type
of bilingual, constantly making lexical, grammatical and phonetic errors.
In the modern models of bilingualism the two types maintenance and transitional are distinguished ( C
Baker, 1993). The maintenance philosophy promotes developing, enriching the second language and as such
promotes additive bilingualism. This process involves adding second language skills to a persons linguistic
repertoire in a context where both the second language and culture are equally used. The transitional philosophy
allows the development and strengthening of the home language so that it can serve as a vehicle for
learning subject mutter but the home language is deemphasized
The models of bilingualism created in the recent years take into account social–psychological factors
based on what LaFromboise and Colleman (1993) identified five models: assimilation, acculturation, alternation,
multicultural and mixed. We consider that alternation model which supposes that an individual can alter
his or her behavior to fit a particular social context, is more realistic for non-Georgians living in Georgia as
it does not imply hierarchical relation of cultures. Person alters own behavior, verbal behavior among them,
according to the social context. For example native language is used for communications at home and the second,
state language for professional and broader social interaction. Such people are less prone to social anxiety.
The data obtained by us in 2007-2008 (at Georgian schools with Armenian and Russian children) showed
clear distribution according language situations, less language interference, positive emotional background
and pride with the fact that they master two languages.
Child’s language preference is mediated by the status of their communities and may become a valuable
indicator of young people’s future well-being and sense of long-term security in their cultural identity.
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