PSYCHOLINGUISTIC PECULIARITIES OF FORMING STUDENTS GRAMMAR COMPETENCE IN TEACHING ENGLISH AFTER GERMAN
Keywords:
second foreign language, grammar competence, interference, transfer, multilingualismAbstract
The article focuses on psycholinguistic aspects of forming and developing grammar competence in the process of teaching English as a second non-native language for students, native speakers of Ukrainian, majoring in German. The aim of the investigation is to analyze the psychological and linguistic factors that determine the process of second foreign language acquisition and grammar competence development under the conditions of artificial subordinate trilingualism. The analysis of psycholinguistic studies in the field of second and third language acquisition has been carried out. The concern of our investigation is the process of cross-linguistic influence of Ukrainian, German and English. A general overview of scientific approaches to understanding the models of multilingual interaction has been provided. The problem of dominant language in the process of acquiring another foreign language has been studied. The current research has suggested that the process of acquisition of the second non-native language is predominantly influenced by the first non-native language. It has been determined that cross-linguistic influence results in the phenomena of interference and transfer. Interference is regarded as a negative phenomenon resulting in production of mistakes by students and hindering the process of forming English grammar competence. Transfer is looked upon as a positive phenomenon that facilitates the development of grammar competence in one language on the basis of another. The processes of grammatical interference and transfer in the areas of morphology and syntax have been examined. The issues of preventing the negative influence of interference and facilitating the positive effects of transfer have been explored. Our survey has put forward for consideration the necessity to develop students linguistic awareness and ability to enhance the positive transfer effects. The educational background facilitates reducing the negative effect of interference as well. For this reason, the students knowledge acquired in one foreign language should be used to minimize the negative transfer while learning another foreign language. It is important to take into account typological closeness of English and German in order to increase students proficiency and awareness of similar and different aspects peculiar to morphology and syntax of English and German.
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