Researching work Linguistic abilities of bilingual students

Linguistic abilities of bilingual students

Сontent

Introduction .......................................................................................................... ..2-3

Chapter 1. Theoretical analysis approaches in the study of bilingualism.......... ... .4-10

1.1 General characteristics of bilingualism ............................ …………………... .4-6

1.2 The causes and varieties of bilingualism ....................................................... . 6-10

Chapter 2. Application value of bilingualism ............................................... ........ 11-15

2.1 Bilingualism and its importance in human development ................................. 11-12

2.2 Bilingualism and its impact on child development ......................................... .12-15

Conclusion ............................................................................................................. .16

Literature ................................................................................................................ .17

Appendix

Introduction

Research conducted on the problem of bilingualism for many years. The interest in bilingualism issues, or bilingualism, clearly indicated in the 40-ies of the 20th century, was caused not only by the development of linguistics and its methods of research, but also the success of related sciences - sociology, psychology, ethnography, for which the language is an important source of human information and society.

The concept of "bilingualism" was introduced in 1938, VA Avrorin, which defines it as "equally fluent in two languages. In other words, bilingualism begins when the degree of knowledge of a second language is approaching close to the degree of knowledge of the first. " It is important to note that, since the first studies on bilingualism, this phenomenon is seen as a complex, systemic intrapersonal education, which includes a specific language (symbolic) structure, the ability to use mastered a system of signs in the situation of communication (communicative aspect), in which, besides proper situational values ​​and meanings that determine the success of communication, there are also broader general cultural performances and pictures of the world (socio-cultural aspect). It is the complexity of the phenomenon and determine the complex nature of his research. "Bilingualism needs a comprehensive analysis of the synthetic joint efforts of representatives of the relevant branches of knowledge." Studies of various aspects are part of the whole, complement and deepen the development of the problem of bilingualism. Sociolinguistic aspects related to the study the impact of social factors on the formation and interaction of the basic components of bilingualism, on the formation and development of this phenomenon, as well as with the definition of the role of bilingualism in the social life of its speakers. With sociolinguistic aspects closely related proper linguistic, or innerlinguistic aspect, which aims to describe the processes in intrastructural bilingual development..

Scientific formation of bilingualism problems occurred in stages. As a theoretical problem of bilingualism, according to the observations of many scientists began to explore in the late 19th century, but as a social phenomenon, he has roots that go much deeper - in the ancient world: a mixture of conquerors and conquered the language in the conquered territories. With the development of linguistic thought from the late 19th century, bilingualism becomes a subject of linguistic theory. This comparative-historical method turned his interest linguists to the theory of language interaction.

Subject of study: the phenomenon of bilingualism

The purpose of this work is to study the language abilities of bilinguals and monolinguals in overcoming the language barrier. To achieve the goal were set next tasks:

1. To study the main approaches to the concept of bilingualism;

2. To analyze the underlying causes and varieties of bilingualism;

3. To consider the practical importance of bilingualism

4. Identify the abilities of children monolinguals and bilinguals in the study of a foreign language.

 In this study, we used the following methods:

theoretical method: analysis of the literature on the researched topic.

Practical Method: testing bilingual children and monolinguals.

Chapter 1. Theoretical analysis of approaches to the study of bilingualism problems

1.1. General characteristics of bilingualism.

As already noted, bilingualism or bilingualism - one of the most important linguistic concepts related to language contact. The phenomenon, known as bilingualism, is of exceptional interest, not only from the point of view of linguistics, but also the philosophy of position, psychology, sociology, and even physiology.

The issue of bilingualism is widely discussed in the scientific literature in recent years, with a shift in emphasis, in principle, consistent with the dynamics of the general scientific approaches to the description of language / speech rights mechanism. So, many of the traditional concepts of the theory of bilingualism, a first treatment with the position of cognitive theory. The focus of the researchers (JM O'Malley, A. Shamo, AA Poymenovoy, K. Farch, G. Kasper) are mastering the strategy and use of the second language. Bilingualism - a special case of multilingualism, but as a bilingual situation, represent the most typical case of multilingualism, the term "bilingualism" is more widely employed than the "multilingualism", and is often used instead of the last. In the Russian tradition of linguistic terms "bilingualism" and "multilingualism" are widely used along with them.

There is also broad and narrow understanding of the phenomenon of bilingualism. Most scholars admit the possibility of a broad interpretation: "... it is assumed that bilingualism occurs whenever a person switches from one language to another code in the specific conditions of verbal communication."

American linguist L. Bloomfield described how bilingualism brought to perfection the same command of two languages, native and non-native. One of the famous founders of the theory of language contacts E. Haugen, on the contrary, believed that he could be quite low when bilingualism degree of ownership one of the languages.

In domestic linguistics narrow and broad approaches to the understanding of bilingualism are also common. The narrow understanding is reflected in the works of KH Hanazarova, VA Avronina, AI Rabinowitz et al. In order to understand bilingualism KH Hanazarovym and AI Rabinovich characteristic functional-pragmatic approach: "the existence of bilingualism we can talk where people speak a second language to an extent sufficient to communicate and share ideas with the speakers of the second language ..." [Khanazarov 1972: 51].

The broad interpretation of the concepts presented in bilingualism VY Rosenzweig, FP Filin, AA Metlyuk, GM Vishnevskaya and other scientists. So, VY Rosenzweig considers bilingualism "... as a continuum, stretching from very elementary knowledge of the language track to full and free possession of them."

Many of the definitions bilingualism substantially conflicted with each other. For example, in the famous book by U. Weinreich "Language contacts" we find the definition:. "Alternate use of two languages" It does not specify the extent of language skills, and if we start from this definition of bilingualism, when it can be called a bilingual everyone who owns two languages. Such a broad understanding of bilingualism, however, leads to the neglect of its social nature, since the category of bilingual fall and those for whom the possession of the two languages ​​- due to social need, and those who study a foreign language without any specific prospects for its further application.

In this regard, according to V. Gerashchenko, it is possible to formulate a rough definition of bilingualism, which allows it to distinguish between two main types - social (natural) and educational (artificial). Bilingualism - is due to the need to ensure social interaction within a multi-lingual continuum purposeful practice of alternating the two languages ​​use a group of individuals, called bilingual. Thus, the individual and social in bilingual understood as a process, activity, rather than as a state quality.

Russian researchers offer the following definition of bilingualism: "bilingualism (bilingual) - is fluent in two languages ​​at the same time" [Multilingualism and literary creation in 1981: 7]; "Bilingualism should be recognized equally fluent in two languages. In other words, bilingualism begins when the degree of knowledge of a second language is approaching close to the degree of knowledge of the first. " The following definition of bilingualism gives VD Bondaletov: "Bilingualism - a bilingual, ie the co-existence of a person or of all the people of the two languages, usually the first - and second native - acquired..." Mastering a second language - a term meaning any special language acquisition or spontaneous mastery of another language. Behavioral theory of 1950 - 1980-ies explain the mastery of a second language in accordance with the general laws of the influence of various factors on human behavior (imitation, experience, trial and error). However, the entire process of mastering a second language and the functioning of several languages from an individual not yet disclosed.

It should be clarified that the bilingual languages ​​differ depending on the order of their absorption and utilization, ie the first language is opposed to the second, and the primary -.. Secondary. For most individuals first acquisition of language - the native language - is also the language of the greatest use, and vice versa - the second language usually are secondary in terms of use, i.e, the auxiliary languages... But in practice it is not easy to determine how many languages ​​the individual uses, and arrange them in order of importance.

Apparently, in certain situations, the individual may not be one but several first tongues. It should be noted that the first language is not necessarily the main spoken language [2001 Bahtin: 78], or a general language bilingual carrier which has best.

Language with written tradition can be pragmatically dominant language for the media in contexts that require expanded argument explicit reasoning, and so on. N.

As used in some instances, the term "native language" is not a precise concept of sociolinguistic and has no clear empirical referent. Sociolinguists propose to consider native "language learned in childhood, which use the skills persist into adulthood" [Belikov, rat 2001: 22]. In this definition, a degree of uncertainty, since it is not clear what these remaining skills. Also ambiguous term "mother tongue", particularly in the bilingual situation where the mother and father of the child may be different languages.

Finally, a special situation arises in cases where "an adequate knowledge of the first language is lost, and the second language mastered to a limited extent." Such a situation is called polyglots.

A slightly different interpretation of the concept polyglots native speaker, and it applies to individuals, not fully owning only their native (first) language.

If a language does not interfere with the second, and the second is developed to a high degree, close to the degree of possession of the first language, we speak of balanced bilingualism. In practice, and monolingual and multilingual situations are rarely balanced the language that a person owns is better called dominant; it is not necessarily for the first time mastering the language. Unbalanced language situation arises where the use of two different languages ​​in identical situations and functions is redundant, not functionally justified. Languages ​​ratio may change in favor of one or another language, if the appropriate conditions are created: one of the languages ​​may be partially degraded, stop development, to forget, to go out of use; or, on the contrary, the language can be revived, maintained, communicated to the level of official recognition and use. These provisions apply not only to the individual speaking, but the entire language communities. several classifications of bilingualism was suggested during the development of the theory of language contacts.

1.2. The causes and varieties of bilingualism

The issue features mastering a foreign language, and updated in the context of globalization of ideas. Not considering the political and economic aspects of globalization, emphasize that from a linguistic point of view to find a common language is a necessary condition for understanding people.

Peoples and ethnic groups can not develop in isolation, but the diversity of languages ​​and their close proximity just do not leave no choice person how to learn foreign languages. The study of other languages ​​can not only establish communication and information and economic exchange, but also to enrich the culture of their own people by bringing into it pieces of the target language culture of the people. This cultural and language exchange existed at all times, and today it takes on a new color on the background of the globalization of the world community.

Globalization has a dual effect on the individual nation. On the one hand, between the peoples of different barriers erased - including language - which restrict the mixing and interpenetration of cultures and nations together. Frames allow each ethnic group to maintain their identity and uniqueness, creating a great number of different cultures and nations on the globe, but now there is a constant cultural exchange culture of different ethnic groups spread throughout the world. However, there is the culture and the imposition of one nation to another. In this regard, we can talk about the other side of globalization - a surge of interest of people to its origins, to its roots. It is becoming prestigious to know the history, the culture of his people, and save them, passing to the next generation, in order to prevent the disappearance of the ethnic group.

One of the manifestations of globalization processes are inter-ethnic marriages. In such families, where there is a mixture of not only two, and often more nationalities, but the two languages ​​and cultures, we can observe the dual impact of globalization, which was mentioned above. On the one hand, international family erased frame differences between ethnic groups, there is no racial hatred, because such family members learn the language and culture of each other, and on the other hand, it is quite natural desire of each family member to preserve their cultural and national identity and instill a love of its culture to children. Another form of manifestation of globalization is becoming an increasing need to study at least one foreign language to a full life in modern society. The growing number of people who speak at least one foreign language perfectly, intensive cultural exchange, international family - in all these cases, there is the phenomenon of bilingualism and biculturism.

Consider the main types of bilingualism. Thus, according to GM Vishnevskaya (1997), the most common types of bilingualism are "natural" and "artificial", allocated on the basis of the conditions of occurrence. Natural bilingualism is the result of "prolonged contact and interaction between the carriers of the two languages ​​during their joint practice, without deliberate action on the development of skills in a multilingual field," and artificial forms "as a result of the active and conscious influence on the development of skills away from the main body speakers of a foreign language in the absence of a foreign environment. " GM Vishnevskaya said that often we are faced with an artificial type of bilingualism, in which the dominant role played by the native speaker's language, a second language occurs as a product of the study through the native [Vishnevskaya, 1997: 23].

With different views on the nature of bilingualism and its various associated classification. Thus, LV Szczerba are two types of bilingualism:

• Clear-t type - the use of one language in certain circumstances, for example, in the family, one language is used in social circles - the other.

• Mixed - when people are constantly moving from one language to the other and use one or the other language are themselves unaware of what language they are in each case use.

Researchers Zalevskaya Medvedev and distinguish between natural (domestic) and artificial (school) bilingualism (bilingual). This implies that the second language is "grasped" by the environment, and because of the abundant speech practice without awareness of linguistic phenomena as such, but a foreign language "learns" by means of willpower and by using special methods and techniques.

Two languages ​​in a bilingual system are in communication. Widely known hypothesis U. Weinreich, who proposed the classification of bilingualism into three types, based on how digested languages:

• integral bilingualism, when for each concept, there are two ways to implement (presumably mostly characteristic of bilingual families);

• coordinative, where each implementation is associated with its own separate system of concepts (this type usually develops in the immigration situation);

• subordinative when the system is a second language is completely built on the first system (as in the type of school foreign language teaching).

As mentioned above, considering the problem of bilingualism, LV Szczerba allocates pure and mixed bilingualism. According to this scholar distinguishes between two types of language acquisition. The first type occurs when mastering a second language "translatioless" way from its carriers and, therefore, the national specific cognitive structures are assimilated, being presented units of language, without distortion. When mixed bilingualism target language is perceived through the prism of the mother. Build the target language is distorted categories mother tongue, because there is absolutely identical concepts in carriers of different languages, in fact, the word may refer to the same thing, but to present it in different ways, so the translation is never accurate. In this regard, one of the main requirements for the study of a second language L. Szczerba study puts it "directly from life." Such language development scientists call a natural method and believes that it is only "teaches to the analysis by means of expression of thought." As a result, bilingual forms single system of associations.

Another classification offers S. Manin. Thus, there is a widespread and bilinguism individual, each of which may be, in turn, a natural or acquired. The support of the mass of natural bilingualism advocates community - from a small group of people to society as the natural environment of the individual. This type of bilingualism covers the whole nation, or the vast majority of it when one of the bilingualism component acts as a means of international communication. Social bilingual constantly in a bilingual environment and forced to alternately refer to one and then to another language. For example, in multinational countries there is a tendency of indigenous peoples to explore the country's official language other than the mother, in order to be able to fully realize their civil rights within their own state.

The next type of bilingualism is a professional type - individual purchased. His representative - the translator, which uses communication often two languages. In contrast to the natural, the natural bilingualism, which is usually a collective practice of the peoples, the translation is a professional nature and usually limited to the social practices of a particular individual. In fact, the translation bilingualism - this is the sort of bilingualism, which is characterized by the use of the individual or group of people of the two languages ​​in the course of their professional activities depending on the communicative situation. For this type of bilingualism important functional status of used languages ​​and their typological affinity. However, there is a belief that "the communication language with the translation is significantly different from the normal situation of bilingualism where bilingual subject alternately, depending on the environment, uses one or the other language. Translation requires simultaneous updating of both languages. Thus bilingualism normal situation can be defined as static bilingualism and translation - a dynamic bilingualism. With dynamic bilingualism come into contact not only two languages, but two cultures, and the translator, respectively is the point of contact not only languages ​​but also two cultures. " That this is due to the fact that the translator - always bilingual as studying not only the language but also the culture and other related topics, but bilingual may not always be an interpreter, depending on a variety of factors, including the stage of the formation of bilingualism in the individual .

It should be called a professional bilingualism of another representative - the teacher. The teacher is the bearer of two languages, he applies his skills in the professional activity and sends students language skills owned. In this case, the implementation of bilingualism will be qualitatively different than in the transfer situation. In a classroom in a second language full communion is not implemented in full, it is only simulated with greater or lesser degrees of success. At the same time for the two sides of bilingual communication in the learning process will be different: for the teacher is full bilingualism for students - forced bilingualism associated with effort, effort of will, memory and speech organs due to the presence of communication barriers. The most typical version of communication will be the one in which a foreign language is such, and for students and for teachers.

Another type of bilingualism is diglossia - the coexistence of society in the two languages ​​used in the different functional areas or communicative situations - that is, one language is regarded as a "home", and the other - the "official". Thus, diglossia implies hierarchy used languages. An important condition for diglossia is the fact that the speakers make a conscious choice between different communication tools and the use of them, which is best able to ensure the success of communication.

Observation bilingual verbal behavior shows that even in the case of minimal contact between languages ​​is impossible to suggest a strict use of a single language. There is no man who would only monolinguals. Bilingual consciously or unconsciously use additional resources of its dual code, which in their speech functions is actually one. It should also be noted that the native language of immigrants is much more susceptible to interference from the language of the new homeland, the native language than living in the territory of bilinguals.

Chapter 2. Application value of bilingualism

2.1 Bilingualism and its importance in human development.

Of course, the real reasons bilingualism has social and historical character and are associated with a specific cultural and historical context. That is why a purely linguistic study of bilingualism is not able to explain the specific results of its forms and linguistic influence. In each case it is important to take into account the socio-historical conditions for the appearance and functioning of bilingualism. At the same time, not taking into account the structural features of the language, it is impossible to give a complete description of their interaction. In this regard, bilingualism is not only and not so much linguistic as socio-cultural concept. Accordingly, the bilingual person can be considered not only knows a few languages, but also the basics of owning cultures of several linguistic communities.

When a person becomes bilingual? According to VA Avrorin "bilingualism begins when the degree of knowledge of a second language is approaching close to the first degree of knowledge." E.M.Vereschagin identifies three levels of bilingualism: receptive (understanding speech works belonging to the secondary language system), reproductive (ability to reproduce read and heard) and productive (the ability not only to understand and play, but also to build a meaningful whole utterance).

It is believed that bilingualism has a positive effect on the development of memory, the ability to understand, analyze and discuss the phenomenon of language, intelligence, speed of reaction, mathematical skills and logic. Develop fully bilingual, as a rule, learn well and better than the others learn abstract sciences, literature and other foreign languages.

It is also believed that it is absolutely equivalent to the possession of two languages ​​- can not be. Absolute bilingualism involves completely identical language skills to communicate in all situations. To achieve this it is impossible. This is due to the fact that the experience that a person has acquired, using the same language, there will always be different from the experience gained with the use of another language. Most often, people prefer to use different languages ​​in different situations. For example, in situations of learning the technical aspects of knowledge, preference will be given to one language, and in situations of emotional, family-related - different. Emotions associated with one language will always be different from the emotions associated with the other.

Two languages ​​are usually formed in humans in varying degrees, since there are no two exactly the same social spheres of action languages ​​and cultures represented by them. Therefore, in the definition of bilingualism is absolutely no requirement of proficiency in both languages. If a language does not interfere with the second, and the second is developed to a high degree, close to the language proficiency at a native speaker, then talk about a balanced bilingualism. The language that a person owns is better known as the dominant (as mentioned earlier); it is not necessarily for the first time mastering the language. Languages ​​ratio may change in favor of one or another language, if they are created appropriate conditions, one of the languages ​​may be partially degraded (language attritsiya), cease to develop (fossilization), pushed out of use (language shift), to forget, to go out of use (language death ); or, on the contrary, the language can be revived (revitalization), maintained (preservation), brought to the level of official recognition and use (modernization). These provisions apply not only to the individual speaking, but also linguistic communities.

In fact, bilingualism - the lot of many people, regardless of level of education, including illiterates. In this case, a picture of bilingualism are often far from harmonious. Yet a common requirement - regularly enough to use each of the languages, relatively a lot to read, write, understand, speak, be familiar with the culture represented by this language. But such a good competence in the language does not guarantee that each of the acquisition of language is known to man in all spheres of its use: for example, in one language a person understands humor, dialectal differences, knows folklore, on the other - slang, jargon, mastering modern literature ; one better on the political and religious themes, on the other - on the domestic and emotional; one is easier to read and to write, on the other - to understand and speak. In addition, people generally have different language abilities and even the creation of optimal conditions for learning both languages ​​are not always able to master each of them equally well at the highest level. Others even with limited access to communication with native speakers learn a language very well.

All people have the phenomenon of interference (negative influence of the first language to the second) and transfer (positive transfer of skills one language to another). When a person is a long time does not use one of the languages ​​known to him, it is said that he was "sleeping" bilingual. If speakers are alternately one, then another language, we speak of changing the code. If the languages ​​are mixed within a word or sentence, it is sometimes confusion about the code. Is also used the term "hybrid" as applied to tumors, borrowing components from different languages. If such changes are accumulated in the use of large groups of language users, there are pidgins. borrowing causes are inadequate competence in a language or, on the contrary, the desire to most accurately reflect his thought; proof of group solidarity and accessories, the expression of attitudes towards the listener, fatigue and other psychological manifestations.

2.2 Bilingualism and its impact on child development.

According to some researchers, the bilinguals (bilingual) in the world more than monolinguals, and thus bilingualism in the modern world should recognize the very common. It is known that to date children's bilingualism covers almost half of children on our planet. We can assume that this trend will continue to grow.

Disputes on how early influences "bilingualism" in the development of the child, were sharp enough in the beginning of XX century.

According to research group A. Mekelle (AndreaMechelli), an early study of a second language contributes to the development of that part of the brain that is responsible for fluency. This effect is particularly noticeable - say scientists - if the second language start to develop before the age of five years.

Studies have found that bilingual people produce more gray matter in the lower part of the parietal cortex. The later start mastering a second language, the less evident this feature. That gray matter of the brain is responsible for the data analysis. Although the "plasticity" of gray matter has been known for a long time, the processes of change in the substance of the brain under the influence of certain effects are still poorly understood. New results show how a second language learning can affect the structure of the brain, especially in the early age.

From the point of view of the conditions of occurrence of distinction, as discussed above, natural and artificial bilingualism, which in turn have two options for children and adults. As a result of the impact of multi-lingual environment, a natural bilingualism; Artificial is formed in the learning process.

Taking the above into account, the interest, first and foremost, is the formation of children's bilingualism, as it is a person's age, in which a second language is connected to the first, is crucially important for the nature of language acquisition. As pointed out by Yu Protasov, to three years of double-speak language acquisition, after three - on the primary and secondary language acquisition, after 16 - only about mastering a second language. The result of learning a second language varies depending on what the "quantity" of a language "receive" children in the classroom and in what language they communicate with their peers. Considering natural children's bilingualism, you should understand that the use of a second language can be observed both in monolingual (monoethnic), and in a bilingual (bietnich) family. Bilingualism child most naturally develops bietnich family but, despite some difficulties in the mono-ethnic family of parents raising a child with a birth in two languages ​​(one speaks to them in their mother, and the other - in a foreign language), can also grow it bilingual. Differences in the nature of children's bilingualism in such families, of course, there are, so we see them as different types on ethnolinguistic criteria: bietnich or monoethnic bilingualism.

children's bilingualism develops differently in a bilingual society. If the two languages in the same family with the two languages in the community, for the formation of bilingualism favorable conditions, especially if both languages have the same or almost the same status in society. However, such situations are rare, as usually differ in different languages prestige.

Comparisons of the same language combinations in a simultaneous children's non-contact and contact bilingualism, which are not yet available, could expand and deepen the analysis of various forms of language interaction, explain their specificity.

Complete bilingual have a high level of ability to lucid analysis of the language device that helps in learning foreign languages; they develop translation skills. In the early ontogenesis in bilinguals are lagging behind in the development of cognitive functions, but at school age are bilingual, even ahead of their peers in cognitive development, which leads to their high academic achievements. Poor investigated sociocultural factors save the child the mother tongue of parents in a situation of exile. Formation at the children's knowledge of several languages ​​allows us to develop tolerance for different cultures. If children - descendants of immigrants, the preservation of the child's language of the country from which come the parents, allows to raise interest in the culture of the country, to form a bicultural identity. Often, however, especially the socio-cultural development of the situation of these children prevent the formation of their full bilingualism.

In terms of bilingual development, the child early begins to make a conscious choice not only between languages, which he owns, but also cultures. Therefore, during the formation and study of children's bilingualism it is very important to consider the combination of all its aspects, as here there is very close cooperation between the two languages, and sometimes - the two cultures and the two ethnic groups.

In bietnich family child learns not only two languages, two cultures and their carriers. In a mono-ethnic family, parents are carriers of only one culture. In bietnich family and the child becomes bilingual and bicultural in mono-ethnic family of the child can become bilingual, but stay monocultural. The consequence of this is the lack of sociolinguistic, psycholinguistic and ethno-cultural competence in his speech activity in a foreign language, both verbal and nonverbal levels.

The children have bilingual monolingual and bilingual social roles. The first group includes all the roles outside of the home and of the roles of the house, if you do not apply the principle of the separation of the local languages of communication in the "domestic" and "external". Bilingual social-role repertoire is usually limited to only a segment as a "son / daughter". Only this part of the child has a history of interaction with one of their parents.

Deepening monocultural in Russian-English bilingual children observed more clearly when they start to go to school, where all subjects are taught in Russian. The situation changes if such family moved to an English-speaking country where the child receives education in English. If parents do their best to preserve the Russian language of communication at home and keep in touch with Russian society and the Russian language media, the child is quite capable to become the bearer of two culture.

Conclusion

The problem of bilingualism has always been and is today one of the most interesting problems in modern linguistics.

The phenomenon of bilingualism - is a complex phenomenon, which is the subject of study of various sciences such as linguistics, psychology, methods of teaching foreign languages.

Bilingualism problem was highlighted in the study of domestic and foreign authors, such as the NI Tolstoy, V. Ivanova, S. Erwin E. Haugen and many others.

Despite the fact that bilingualism as a communicative phenomenon is widespread, the relevance of the study of the problem today is not reduced, but increased by the fact that the contacting of people of various language groups takes on in the modern world (politics, business, culture, sport) all large scale, which requires an adequate understanding of the patterns of mastering a foreign language and the establishment of appropriate Linguadidactic bases of training him.

The issue features mastering a foreign language, and updated in the context of globalization of ideas. Not considering the political and economic aspects of globalization, emphasize that from a linguistic point of view to find a common language is a necessary condition for understanding people. In addition, understanding the essence of bilingualism, especially foreign language awareness can significantly affect the reduction of the unification and the loss of a sense of social and cultural identification and identity of peoples.

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