StatusThe thesis was presented on the 29 February, 2008
Approved by NCAA on the 17 April, 2008
Abstract– 0.49 Mb / in romanian
– 0.53 Mb / in russian
ThesisCZU 37.015.3 (043.2)
2.39 Mb /
The research is based on an actual problem for contemporaneous pedagogical psychology- language psychogenesis in mixed communication environment. In the paper are described the factors, mechanisms and the fundamental laws of this process. It is proved the determinant role of the communicative environment and the character of language present in the process of communication between the adult and the child of ante preschool and preschool age.
The efficiency of the function development, types and aspects of the language in the process of assimilation of two different languages in mixed communicative environment (MCE) is determined through the strategy of bilingualism education at the beginning in the family and then in the preschool institution and schools. It was established that favorable development of bilingualism is determined by age and the cognitive level of child development, the level of mastering mother tongue and features of personality in special those linked with communication.
In the establishment experiments realized were set out the fundamental law and the age dynamic of language development at children in MCE. Preschools from MCE, those “language spheres” are well defined; at the primary levels indicate a high level of mastering mother language, in contradiction with the second one that is not mother language and the indices registered for seaman at this capture bilingualism has a chaotic character. Mother language avail at the majority ante preschool and preschool children influences the volume and the level of using both languages in communication.
Bilingualism developing at early stages is accompanied by the interference phenomenon that is manifested depending on the characteristics of MCE.
Complex analysis of language evolution at children MCE showed that verbal dualism has a chaotic character. Verbal developing indices at the bilingual pupil are inferior to those registered at seaman from MCE.
Formative activities orientated towards developing types, functions and all that is linked to the second language offers opportunities to correct at a low level the bilingualism in the first stage of the linguistics developing and release the mechanisms of installation MCM.
Evolution progress of linguistic dualism at level of elementary school is assured by the language used for education, those acquirement leads to installation of written language that seize upon at this stage of child psychological development.
The concept elaborated in this research constitutes the bases of the program for correct education of bilingualism, and the recommendations suggested can be used in practice by adult for verbal development at bilingual children.