Naslov
Development of communicative competence in multilingual pupils within monolingual Croatian language practice

Autori
Pavličević-Franić, Dunja ; Aladrović Slovaček, Katarina

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, ostalo

Izvornik
Sprachkompetenz in Ausbildung und Beruf : Übergänge und Transformationen : Zusammenfassungen = Les compétences langagières dans la formation et dans la vie professionnelle : Transitions et transformations : resumes = Linguistic Competences in Education and Work : Transitions and Transformations : abstracts / Pietro, Jean-Francois ; Saint-Georges, Ingrid ; Gnach, Alexandra ; Stotz, Daniel ; Wyss, Eva L. - Zürich : VALS-ASLA, 2010, 101-101

Skup
Congrès de la VALS-ASLA 2010 Les compétences langagières dans la formation et dans la vie professionnelle : Transitions et transformations

Mjesto i datum
Zürich, Švicarska, 04.02.2010. - 06.02.2010

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
communicative competence; early learning of Croatian language; linguistic competence; lapses; errors; education system in Croatia

Sažetak
Systematic learning of the mother tongue in Croatia begins with school start. That is when the pupil starts to acquire the standard language system (L2), which in some regions differs from the native variety which the pupil had been exposed to in preschool (L1). Multilingual environment is created in monolingual school practice. Interlanguage field emerges with most pupils becoming vertically multilingual. Code interweaving is usually seen as a negative linguistic phenomenon. However, in this research interlanguage is treated as a positive linguistic phenomenon. The paper ponders on a very important question – is the existence of the parallel language codes an advantage or an obstacle in the acquisition of the standard mother tongue variety? In the research (lower primary school grades), great attention has been paid to the cognitive-linguistic paradigm and constructivist theory. Within these, the stimulus theory and error theory have proven to be an extremely purposeful part of the learning process. The aim of the research was to study the purposefulness of the application of the modern theories of learning to the development of the pupils’ communicative competence in the early language development. The methods used were content analysis (written language) and discursive monitoring (spoken language). In the process of language development errors are mistakes which emerge in the formation of the system, while lapses are accidental slips in communication deviated from standard (Jespersen, 1976). Due to the fact that mistakes always happen within the language system and not outside of it, research results have confirmed that communicative competence can be successfully developed, among other, by using pupil mistakes as an incentive, stimulus for further learning. That is to say, if interlanguage field is not used at the appropriate time, it will close to become a field of permanent language errors in the later stages of development.

Izvorni jezik
Engleski

Znanstvena područja
Filologija

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