CC BY
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иные; глухие и звонкие согласные различаются в ограниченном числе позиций; шипящие и свистящие не всегда дифференцируются), и от количества русского языкового материала, переработанного в ходе формального обучения, и от возраста, в котором оно происходило, и от языковых способностей (мы замечаем, что и в финском языке испытывают больше трудностей те, кто хуже справляется с русским). На основании рассмотренных и подобных им примеров нам кажется, что не стоит использовать в качестве охватывающего все подобные случаи термин «хери-тажник», поскольку он не отражает сути описываемых феноменов, а лучше более подробно анализировать различные варианты овладения и владения двумя и более языками. В США, где этот термин зародился и получил распространение, основное внимание было направлено на то, чтобы не потерять языки иммигрантских сообществ, приобретая дешевым способом будущих переводчиков для разнообразных государственных нужд. Представляется, что сохранение и поддержка русского языка за рубежом имеют несколько иную направленность и способны реализовать больший потенциал развития речи у двуязычных индивидов.
Литература
1. Земская, Е.А. Язык русского зарубежья: итоги и перспективы исследования / Е.А. Земская // Русский язык в научном освещении. - 2001. - № 1. - С. 114 - 131.
2. Изучение и преподавание русского языка в Финляндии / под ред. А. Мустайоки, Е. Протасовой, М. Копо-тева, А. Никунласси, Т. Хуттунена. - СПб., 2010.
3. Лексин, В.Н. Языковая репрезентация русской цивилизации / В.Н. Лексин // Мир России. - 2014. - № 2. -С. 6 - 35.
4. Полинская, М. Русский язык первого и второго поколения эмигрантов, живущих в США / М. Полинская // Instrumentarium of Linguistics: Sociolinguistic Approaches to Non-Standard Russian / Ed. by A. Mustajoki, E. Protassova, N. Vakhtin / Slavica Helsingiensia 40. - Helsinki, 2010. -P. 314 - 328.
5. Формирование и оценка коммуникативной компетенции билингвов в процессе двуязычного образования / под ред. Е. Юркова, Е. Протасовой, Т. Поповой, А. Никунласси - СПб., 2012.
6. Чиршева, Г.Н. Детский билингвизм: одновременное усвоение двух языков / Г.Н. Чиршева. - СПб., 2012.
7. Brinton, D.M. (Eds.) Heritage language education: A new field emerging / D.M. Brinton, O. Kagan, S. Bauckus. -Mahwah ; N.J., 2008.
8. Kagan, O. Heritage Language Learners of Russian and L2 Learners in the Flasghip Program: A Comparison / O. Kagan, A. Kudyma // Russian Language Journal. - 2012. -V. 62. - P. 27 - 46.
9. Kagan, O. (Eds.) The learning and teaching of Slavic languages and cultures / O. Kagan, B. Rifkin. - Bloomington, IN, 2000.
10. Laleko, O. Assessing Heritage Language Vitality: Russian in the United States / O. Laleko // Heritage Language Journal. - 2013. - V. 10. - № 3. - P. 89 - 102.
11. Protassova, E. Teaching Russian as a Heritage Language in Finland / E. Protassova // Heritage Language Journal. - 2008. - V. 5. - № 2. - P. 127 - 152.
12. Webb, J.B. Teaching Heritage Language Learners: Voices from the Classroom / J.B. Webb, B.L. Miller. - Yon-kers ; N.Y., 2000.
УДК 378.147:811.11
A.A. Prokhorova
MULTILINGUAL COMPETENCE IN RUSSIAN HIGHER EDUCATION: PROBLEMS AND PERSPECTIVES
Публикация выполнена в рамках III Международной научной конференции «Взаимодействиеязыков и культур» 24 - 27 апреля 2014 г.
Быстро растущая интернационализация высшего образования в России ставит новые проблемы и цели перед высшимы учебными заведениями в поиске решения проблем растущей глобализации и конкуренции на рынке труда. Таким образом, одной из образовательных целей является развитие многоязычной компетенции студентов как инструмент для преодоления межкультурных недопониманий. Автор статьи предлагает современный методологический комплекс, который может помочь преподавателям университета при фомировании многоязычной личности студентов.
Высшее образование в России, многоязычная компетенция, современный методологический комплекс, многоязычная личность.
The rapidly growing momentum of the internationalization of Russian Higher Education raises new problems and sets new goals for universities to find the best solutions in addressing the challenges of the increasingly global and competitive labour market. Thus, one of the educational aims is to develop students' multilingual competence as a tool for overcoming cross-cultural misunderstandings. The author suggests a new up-to-date Methodological Complex which can help the university teachers to form the multilingual personalities of their students.
Russian Higher Education, multilingual competence, up-to-date Methodological Complex, multilingual personality.
Multilingualism has always been a complex problem for the Russian administration due to the historical and ethnic peculiarities of the country. Traditionally the citizens of the former USSR had a good command of two and more languages including Russian, their native language and a foreign language such as English, German or French. Multilingualism is an effective tool for training young generation in conditions of an interconnected and interdependent world, and is one of the components of the general system of national education, which cannot be seen in isolation from the environment where it operates.
Modern political and economical situation in Russia, the development of cross-cultural relationships and business cooperation provoke the demand for the new modified type of specialists, who can use several languages as a means of communication in a global society. "In order to be able to interact in an international community one needs the sufficient knowledge of foreign languages to successfully cope with the situations which might occur in the professional communication worldwide" [5, p. 147].
Higher education is in a period of changes, and language programmes are vitally affected by these changes. In addition to language competence development, often in at least two foreign languages, these programmes may provide detailed study of different aspects of societies, such as social and political structures as well as business environment. Every university has adopted a strategy of internationalisation, seeking to attract staff and students from abroad, develop links with institutions in other countries, and raise the international ranking of the university. The situation provides important opportunities but also serious threats. Since policy makers are busy people, they will generally not wish to spend much time in puzzling out the nature of a problem or what they ought to do about it. In order to achieve the effective development of foreign language competence in higher education, it is important that academic staff should engage with policy makers in order to persuade them of the importance of foreign language competence. Learning foreign language is one of the most important criteria for ensuring practical and professional life activity of a person in a modern multilingual and multicultural globalised world.
The knowledge of Foreign Language serves as part and parcel of everyday life communication and the following components can be distinguished in its structure:
- language system;
- language ability;
- language performance.
Language ability, acting as a link between the language system and the language performance, comprises two basic parts - language knowledge and language subskills [1]. Language knowledge, which is an inventory of grammatical, lexical and phonological elements stored in a particular language user's mind, is closely related to language subskills, which enable a language user to perceive and produce linguistically acceptable combinations of the corresponding inventory elements. Language subskills do not exist separately, but are all
blended in each of the four communicating skills: listening, reading, speaking and writing.
However, language subskills do not collectively make up communication skills, they are only some of the constituent parts of the latter, which, apart from them also include other "ingredients" (e.g. intelligence, cross-cultural and strategic competences). Although the language subskills do not exist as separate entities, they can be theoretically and experimentally disentangled from communication skills and from one another and viewed as if they were entities of this type. With this approach adopted each of the subskills can be tested separately as it is important to test isolated language subskills, since they underlie and form an essential part of communication skills, which insure actual communication in the real world.
Lately in multiple linguistic and pedagogical investigations much attention has been paid to the sociocultural assumptions such as international, traditional, evaluating and tongue due discrepancies [1]. Along with the soci-ocultural issues playing a great part in the process of international communication, we can't help mentioning the sociocognitive peculiarities of learners existing due to gender, age, individual, professional and educational differences. The given parameters should be taken into account while teaching adolescents as well as adults.
Speaking about teaching methods and techniques themselves, they extremely need to be different from the sociocultural and sociocognitive perspective in case of age divergence. The researches on higher education generally support the idea that teaching students should be approached in a dissimilar way than teaching children and the level of "Lingva Franca as the main tool of international communication" [2, p. 7] is supposed to be quite profound. As far as the teaching methods and techniques are concerned, they should be both effective and up-to-date. However, this can be mainly achieved with the implementation of sociocultural and sociocognitive constituents along with the new technologies forming the basis for the carefully designed and tailor-made exercises and target-oriented tasks.
Ivanovo State Power Engineering University (ISPU for short) is one of 100 top higher educational establishments in Russia which provides an opportunity for the students to be enrolled on a special training course and, as a result, to improve their professional skills as well as to increase their linguistic competence in LSP and cross-cultural communication. That's why, we found it necessary to work out a Methodological Complex for teaching foreign languages (Fig. 1) which combines the most important aspects to be implemented in the educational process featuring the students' sociocultural and sociocognitive peculiarities.
Since over the past decade digital technologies have gone from being an optional tool for the few to a required tool for the majority of students, the principle of the above mentioned complex is based on Technology-Enhanced Language Learning or TELL for short, which includes all modern tendencies in second language teaching process and meets both students' and teachers' demands.
This up-to-date methodology might be useful for fu-
ture teachers to improvise on their teaching methods. It shows the constituent parts of modern teaching methodology and techniques which help the teachers of ISPU effectively train the students for the foreign language finals, selection interviews for a foreign training and the professional training itself. Our findings prove that technology can be a great help for teachers to make learning more effective and fun [4, p. 88]. This is because the students will feel less intimidated. They can have more opportunities to respond and express opinions, especially in the virtual community. Some passive students might feel more comfortable to communicate virtually than having to give out opinions in actual classroom. It provides useful ideas for teachers to incorporate the methods in the classroom in order to make learning more communicative and meaningful. The best part is that students will be given the chance to participate, whether they are active or passive in the classroom, thus provide positive possibilities for teachers and students to have a more interactive and effective language learning.
For example Google debuted their mysterious "Glass" device just last year, and since then it is garnered attention not only of the fashion industry but the educational sphere. With a powerful camera, a microphone and an array of sensors, including GPS it can deliver valuable software. With wearable computing students will be able to process and filter the data from their daily activities, and learn from the world around them. That is because this device was founded on the concept that language learning should be contextual and that mobile technology allows users to be immersed in their learning experience. Over two million language learners engage with this product to read and listen to authentic personalized content, and practice real conversations in their target language towards the goal of accomplishing real-world tasks [http://voxy.com/blog/index.php/ 2013/03/is-this-the-future-of-language-learning/]. So, they can easily do it being out of the classroom, independently.
Fig. 1. Shows the constituent parts of modern teaching methodology
Therefore, one of the future perspectives of multilingual education is closely connected with Independent Language Learning (ILL) [3, p. 21]. It aims to give learners more control over what, how and when they learn languages. Learners decide on their aims, make plans of what to learn, develop their own methods of learning (learning strategies), assess their own learning, and plan what to learn next. They can also choose whether to use a teacher to help them in this process.
Let us look at the advantages of ILL:
1. Ina class the teacher usually decides what to teach based on the average level of the students. But this may not be the right level for most of the students. For advanced students it will be too easy. For lower level students it will be too hard. In independent language learning the learner decides what level to work at.
2. The topic of the lesson is also usually based on the needs of the average students in the class, but other students may know the material already if they are higher level, or not have the basic knowledge needed to understand the lesson if they are lower level. In independent learning, learners can choose what they want to study, and can change it any time they like.
3. The time of a lesson is usually fixed by the university, and very rarely by the students. In independent learning the learner chooses when he or she wants to learn. Using the Internet, learning can be done at any time.4. In classroom lessons, the pace of the lesson goes either at the pace of the slowest student, which is boring for the others, or at a pace somewhere in the middle, which is too fast for some students and too slow for others. In independent learning the learners can go at any pace they like.
5. Independent learning at university is the preparation for learning after university, when learners may not have teachers or courses to help them. For example, if someone wants to invest in shares, they will need to find out what they need to learn (Needs Analysis), plan what to learn (Planning), study the stock market and the causes of rises and falls in share prices (Studying), then practice by buying and selling shares, then review their performance and their profit or loss, and finally decide what to learn next to improve their performance (Further Planning).
Although there are many advantages of using TELL and implementing Independent Language Learning in Russian Higher Education, the application of modern devices still has its limitations and disadvantages. The first disadvantage is that they will increase educational costs and harm the equity of education. When internet technologies become a basic requirement for student to purchase, low budget universities and low-income students usually cannot afford them.
Secondly, it is necessary that both teachers and learners should have basic technology knowledge before they apply new technology to assist foreign language teaching and learning. Unfortunately, most Russian teachers today do not have sufficient technological training to guide their students exploring the internet and its assisted language learning programs. Therefore, the benefits of modern technology for those students who are not familiar with them are inexistent.
Thirdly, many devices are still imperfect and their functions are still limited. And at last, they cannot handle unexpected situations. Language learners' learning situations are various and ever changing. Due to the limitations of artificial intelligence, many devices are unable to deal with learners' unexpected learning problems and response to learners' question immediately as teachers do.
Therefore, our methodological complex includes teaching methods and techniques which can be realized only by the classroom teacher. Our working experience shows that Russian students of technical university are not ready to be absolutely independent in their foreign language studies. A real-world course with a teacher is nice for many reasons but the main one is that students have an expert (the teacher) to consult with, who plans the lessons and gives them the necessary guidelines. Also, during the lesson, students can interact with each other socially. However, teachers' competent application of the TELL constituents are welcomed. Let us mention those which are there in our methodological complex:
1. Blended learning which is usually defined as combination of F2F teaching and e-learning.
2. The MEC or Macmillan English Campus which is a searchable database of on-line material which allows students to study using web based exercises, both inside and outside the classroom.
3. Google which is a nice resource bank of authentic materials, including texts in the specialist area.
4. Hot Potatoes which is a popular free programme for creating electronic quizzes, crosswords and the like.
5. Interactive whiteboard which requires a computer, a projector and the whiteboard itself.
6. When the classroom is wired to the Internet, with an IWB or electronic projector, the teacher can access the web, allowing on-line exercises to be built in to a F2F lesson.
7. Learner-centred teaching when the learner is the centre of a principled pedagogical model.
8. Moodle which is a free virtual learning environment (VLE). You do not necessarily have to work in the University to support your students with this type of learning platform.
9. A virtual tutorial which can be a part answer to some of the challenges of learning a language.
10. A podcast which is a complete radio programme, giving a possibility to download onto your computer, iPod or other MP3 player and then listen to it whenever you like.
11. Synchronous methods of communicating with learners (i.e. teaching in real time) which include chat or video-conferencing; asynchronous methods include email.
12. A VLE is a software system for teachers managing online courses.
13. A wiki is an editable web page. It is different to a blog (online journal or diary). In a wiki, anyone can edit the page; you can add or remove content. One of the most famous wikis is Wikipedia - a web encyclopedia.
14. X-Box which is a game console developed by Microsoft to provide players with greater realism and more interactivity than current games consoles.
15. Yahoo which is another popular Internet search engine.
To crown it all, the effectiveness of our Methodological Complex lies in the implementation of the new forms of language education via the application of modern information technologies and devices, leading to the improvement of students' linguistic competence and intensification of their motivation to language learning. In other words, this is the basis of the multilingual personality formation of 'Digital Natives' whose level of development largely determines the positive personal self-realization in the present conditions of public relations, its competitiveness and social mobility.
References
1. Herold, S. Madsen. Techniques in Testing / S. Herold. - Oxford University press, 1983.
2. Mauranen, A. English as Lingua Franca: Studies and Findings / Edited by A. Mauranen and E. Ranta. - Cambridge, 2009.
3. Meyer, B., Haywood, N., Sachdev, D., Faraday, S. Independent Learning. Research Report № DCSF-RR051. Learning and Skills Network, UK, 2008.
4. Prokhorova, A. Multilingual Education in Russian Context: European Experience or American Perspective? / A. Prokhorova // Applied Sciences and Technologies in the United States of America and Europe: Common Challenges and Scientific Findings, proceedings of the 2nd International scientific conference. CIBUNET Publishing. - N.Y., 2013. -P. 86 - 89.
5. Prokhorova, A. The Formation of Professionally-Oriented Multilingual Personality of a Future Engineer in Russian Technical University / A. Prokhorova // Transformation of Approaches to Educations in Regions of the World: Experience of Russia, CIS States, Europe States and the USA / ed. by K. Reiss. - N.Y., 2013. - P. 160 - 183.
УДК 81-119; 81-22; 81-23; 81-282.8
З.Г. Прошина
ДИСТИНКТИВНЫЕ ПРИЗНАКИ ВАРИАНТОВ АНГЛИЙСКОГО ЯЗЫКА, НЕРОДНОГО ДЛЯ ЕГО ПОЛЬЗОВАТЕЛЕЙ
Публикация выполнена в рамках III Международной научной конференции «Взаимодействие языков и культур» 24- 27 апреля 2014 г.
В работе рассмотрено понятие варианта языка как неродного. В отношении английского языка как языка глобального распространения такой вариант предстает как экзонормативный идиом Расширяющегося круга, согласно теории трех концентрических кругов Б. Качру. В основе варианта лежит его лингвокультурологическое обоснование и следы трансферен-ции родного языка, степень проявления которых зависит от типа лектального уровня билингвального континуума (базилект, мезолект и акролект). Типизированность и системность языковых отклонений, выявляемых в мезолектной и акролектной речи социума, являются признаками варианта, отличающими его от интеръязыка индивида.
Вариант языка, английский как международный язык, английский как лингва франка, теория контактной вариантологии, три круга английского языка, лектальные уровни, дистинктивные языковые черты, трансференция, лингвокультурное основание.
A variety, non-native for its users, is under consideration in this work. Named as a world English, which is a part of the language spread globally, such a variety is exonormative and belongs to the Expanding Circle (following B.Kachru's theory of three concentric circles). Any variety is grounded linguaculturally and has traces of an indigenous language transference that is manifest in different degrees on the basilectal, mesolectal, and acrolectal levels of the bilingual continuum. Typical and systemic features of linguistic deviations revealed in the mesolectal and acrolectal level of speech characteristic of the social community differ a variety from a learner's individual interlanguage.
Variety of the language, English as an International Language (EIL), English as a Lingua Franca (ELF), World Englishes Paradigm, three circles of English, lectal levels, distinctive linguistic features, transference, linguacultural basis.
Становление контактной вариантологии и ее основные постулаты. С глобальным развитием и распространением английского языка весьма спорным оказывается вопрос о том, на каком варианте английского языка (АЯ) мы говорим. Очень мало русских билингвов, как с асимметрическим несбалансированным, так и с симметрическим сбалансированным двуязычием, готовы признать, что мы владеем русским вариантом АЯ. Спорность этого во-
проса заставила нас, авторский коллектив российских и зарубежных исследователей (выходцев из России), взяться за проект, поддержанный Cambridge University Press, названный "Russian English", цель которого - описать основные признаки и функционирование варианта АЯ, присущего и типичного для узуса его образованных билингвов.
Современный билингвизм, все более превращающийся в массовый [7] и характерный для почти
