Bilingvizam i učenje stranog jezika

Grubišić, Meri. (2013). Bilingvizam i učenje stranog jezika. Diploma Thesis. Filozofski fakultet u Zagrebu, Department of Phonetics. [mentor Mildner, Vesna].

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Abstract

In the formal setting of a foreign language learning students have certain competencies. By developing these competencies they reach positive achievements in a foreign language. According to the Common European framework of reference for languages (2005) the most important competencies for language learning are communicative language competence, which include linguistic, sociolinguistic and pragmatic competence. In addition to these competencies general competences are also very important. Every pupil and student should have these competences, regardless of whether they learn a foreign language or some other subject. It is believed that children who start to learn a language very early can acquire almost identical pronunciation to the pronunciation of native speakers of that language. But for people who started with foreign language learning much later, as adults, is much easier by classifying things and drawing conclusions in a foreign language. It is also easier for adults when they learn morphological and syntactic aspects in a foreign language. In any case it is better to begin with the foreign language learning at earlier age, when an individual disposes of sufficient elements of the first language. The earlier you have the experience with foreign language, the easier will be in the future by learning of other languages. There are various conditions that affect the learning of a foreign language: biological condition, which includes the development of the brain and age, then the impact of the first language to another, so in that sense there is a positive or negative transfer. The conditions of foreign language learning include cognitive assumptions such as cognitive development, treatment methods and strategies of language learning, it means the way students could easier remember specific content. There are also habits of perception and language learning as well, as a socio - psychological factors (affective factors and motivation) that also belong to the conditions of language learning. There are several types of a bilingual people (balanced with a dominant first language: early, late and adults) and bilinguism according to different critterions like cognitive organisation: compact, coordinated and subordinated bilinguism, or learning way: simultaneous and successive bilingualism.

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