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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. 286
REFERENCES saxelmwifo enis swavlebis sakiTxebi: problemebi da gamowvevebi Issues of State Language Teaching; Problems and Challenges M.Albert, L.Obler,1978, The Bilingual Brain, Academic press, New York C.Baker, 1993 Foundation of Bilingual Education and Bilingualism, Philadelfhia, Multilingual Matters. E Bialystok A Theoretical Model of Second Language Learning ,Journal of Research in Language Studies 2006 N.Imedadze, K.Tuite,1992, The Acquisition of Georgian, in Crosslinguistic Study of Language Acquisition, ed,D.Slobin, vol.3 LaFromboise, H.Coleman, J.Gerton, Psychological Impact of Biculturalism:Evidence and Theory, Psychological Bulletin, 1993,vol 114, N.3 395-412 W.Lambert, 1972, Bilingual Education of Children, Newbury House Publishers, USA Osgood C.Sebeok,1954, Psycholinguistics. Baltimore: Waverly Press. D.Usnadse, The inner form of language, “Psychology”,.4. Tbilisi Mezniereba 287
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REFERENCES saxelmwifo enis swavlebi
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