INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 04,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 403
PSYCHOLINGUISTIC PATTERNS OF MASTERY OF A SECOND FOREIGN
LANGUAGE
Seytnazarova Darmanjan Khudaybergenovna
Interfaculty department of foreign languages of Karakalpak State University
seytnazarovadarmanjan@gmail.com
Summary:
The article deals with psycholinguistic patterns of mastery of a second foreign
language. In the process of forming metalinguistic consciousness, many mental properties of a
person take part and develop: her attention, memory, thinking, motivation, abilities, etc. The
presence of metalinguistic consciousness is clearly manifested in real, "natural" bilinguals, that
is, people who have spoken two or more languages since childhood.
Key words:
metalinguistic consciousness, generalization, interpretation, linguistic skills,
communication, methodology.
The main mental processes that determine the peculiarity of mastering as a second foreign
language are 1) the forming of a metalinguistic consciousness of the individual; 2) a significant
expansion of the scope of application of such a psychological mechanism as a transfer.
The mental state that distinguishes a multilingual person from a monolingua is called
metalinguistic consciousness. This is a special form of human language consciousness,
manifested as the ability to abstract-logical operations with several language systems
(comparison, generalization, interpretation, etc.). This mental state is the result of learning,
mastering several languages. In the process of forming metalinguistic consciousness, many
mental properties of a person take part and develop: her attention, memory, thinking,
motivation, abilities, etc. The presence of metalinguistic consciousness is clearly manifested in
real, "natural" bilinguals, that is, people who have spoken two or more languages since
childhood. Early study of languages causes them subtle interactions between the cerebral
hemispheres (right, specializing in understanding visual 303 signals, figurative thinking, and
left, controlling analytical, including speech abilities), as well as between cortical and
subcortical brain structures. As a result, bilinguals are ahead of monolinguals in terms of
acquiring abstract linguistic skills, which they remain well developed in adulthood.
Compared to monolinguals, they show a peculiar verbal development, preference for other
ways of solving linguistic and cognitive problems, surpass peers in abstract thinking, in the
ability to symbolize and solve problems, in conceptual flexibility. They have more developed
ability to imitate sounds, auditory associations and language guesswork. The linguistic and
cognitive "success" of bilinguals is explained by the early formation of their metalinguistic
consciousness. Students studying several foreign languages
can form a metalinguistic
consciousness not similar, but similar to that of natural bilinguals.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 04,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 404
The study of several foreign languages
raises proficiency in the native language to a
higher level, as it helps to realize linguistic forms, generalize linguistic phenomena, and more
consciously use the word as an instrument of thought. A student of foreign languages
learns new forms of expression of concepts that are differently reflected in the collective
consciousness of different people and in their languages, learns new semantic categories. All
this is a manifestation of the emerging metalinguistic consciousness. Another psycholinguistic
pattern of mastering a second foreign language, which is noticeable from the very beginning of
training is the expansion of the scope of action and the intensity of psychological transfer.
Transfer is a complex phenomenon of the psyche, the hidden mechanism of which allows a
person to use what he knows in his activities (including speech) under new or relatively new
circumstances. This is an objective psycholinguistic process that arises and exists independently
of the will and desire of a person. The result of the psychological transfer may be positive or
negative. The positive transfer of knowledge, skills and abilities to the field of a new foreign
language ensures the acceleration of the process of learning it. There is a rapid awareness of the
features of a new linguistic phenomenon or a rapid formation of a skill. A negative transfer
result is called interference. Interference is manifested in bilingual speech in the form of
deviation from the norm of the studied language under the influence of the native or other
known language. Interference is a replacement of the system of rules of the studied language
with another, built under the influence of the system of rules of the native or previously studied
foreign language. Both positive and negative results of the transfer action are essentially two
sides of the same process caused by the contact of several languages in human language
consciousness. From the point of view of physiology, positive transfer and interference are
explained by the joint localization of speech mechanisms in the cerebral cortex, where several
functional systems develop on a single anatomical substrate.
Languages
occupy a "common territory" in the human brain. In the linguistic
consciousness of bilingualism, a certain "common fund" of linguistic representations is formed.
It is formed because a person analyzes the system of a new language through the prism of
already known languages, and not through a new 304 appeal to the subject world. The new
language begins to be "encoded" in the same "space" in which the native language and foreign
languages studied earlier are located. This general fund contains ideas about the universal
properties of human language, typical in languages, about the principles on which speech
activity in any language is based. Common are, for example, ideas about the distinction
between name and verb, proper and common names, vowels and consonants, ambiguity and
other facts of the language. Along with general linguistic knowledge in the mind of a
multilingual person, there are separately located systems of ideas about different languages,
containing details, examples from these languages, specific rules. When choosing a language of
communication, language systems enter into a relationship of negative induction (inhibition of
one of the systems when switching to another).
However, the relative autonomy of languages in consciousness does not interfere with
contacts between them. If one of the contacting systems is more familiar to the individual, then
after switching to the system of another language, the usual grammatical, lexical, phonetic
models continue to operate in his mind, or components of other languages are included in
this system. Negative transport occurs - interference. On the other hand, a multilingual student
becomes more frequent positive transfer. The emergence in his mind of a new - third - language
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 04,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 405
system expands the basis for linguistic comparisons, analysis, generalizations. With the
educational experience of a person, his general linguistic fund is also being improved - a system
of abstract linguistic representations. This has the opposite positive effect on mastering the
specific structures inherent in new studied languages. The more perfect abstract linguistic
representations are, the more effectively they help students establish systems of specific
parameters for a new language. At the initial stage of training, the attention of teachers is
attracted mainly by interference, which is very noticeable. With the imperfect nature of the
skills, the student uses all the means at his disposal to "fill" the gaps in his competence in the
new language, he relies on his knowledge and skills not only in his native, but also in the first
foreign language. The most obvious types of interference are: - phonological interference,
which is noticeable in the intonation pattern of speech, its rhythm, articulation of phonemes, in
accentuation of speech, change in the type of assimilation, etc. This type of interference is one
of the most persistent; - graphic and spelling interference, which manifests itself in writing.
The rules for writing words of another language are transferred to the studied language,
what gives rise to spelling errors and graphic inconsistencies; - lexical interference - insertion of
foreign language vocabulary into speech in a new language, for example, transferring similar
lexical units to a new language with their processing according to the phonetic model of the
recipient language, expansion or narrowing of the value of the lexical unit of the new language
by analogy with a similar unit in the donor language, etc.; -morphological interference -
deviations from the norm, associated with violation of categorical features of parts of speech,
arising under the influence of the corresponding categories of interfering language. For example,
the assignment of generic signs of a word of an already known language to a noun or the use of
inadequate prepositions between a verb and its complement, caused by the "use" of
grammatical relations of the donor language for the recipient language; - syntactic interference
associated with violations of the compatibility of elements of the recipient language in the
speech chain under the influence of models of the compatibility of the language donor. It
manifests itself in an unconscious imitation of the syntactic structures of 305 already known
languages, for example, in the rearrangement of elements of the syntactic model of the language
recipient (violation of word order). In the appearance of one or another type of interference, in
the influence of a native or first foreign language, there are patterns, although their effect is not
absolutely, but probably. In the field of phonetics, the interfering influence of the native
language is stronger, especially in prosody.
At the same time, the relative similarity of words makes it easier for students to understand
them, but stimulates interference with production. In the field of grammar, the direction of
translation depends on the level of formation of the grammatical structure. The deeper the
structure is in the language consciousness, the more significant the influence of the native
language. So, when studying predicative categories (time, mood, type), the source of
interference is almost always the Russian language as the native language of students. At the
surface level of the formulation of thought (syntactic categories, for example), transfer can be
carried out both from the first and from the second language to the third. The extensive
manifestation of the negative influence of previously studied languages leads to the fact
that the teacher's task at the initial stage of learning is often understood as "the fight against
interference." However, interference is observed mainly at the stage of developing skills. After
the emergence of skill, it usually decreases or disappears altogether, although different aspects
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 04,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 406
of speech activity in a foreign language require different efforts and different times for this. A
feature of the methodology for teaching a second foreign language is not the prevention of
interference, but the need to ensure a positive transfer, for which there are all the necessary
prerequisites.
A student of a foreign language carries out transfer at many levels, thus optimizing his
studies: at the level of thoughtful reactions (mechanisms of perception, memorization, etc.), at
the linguistic level, at the level of teaching skills, sociocultural level, etc. Students with a good
level of training in the first foreign language use the transfer more efficiently than others,
especially those whose skills and abilities in the first foreign language were consciously formed.
Older students are actively resorting to transfer. Their analytical abilities have already
developed, they study a foreign language consciously, therefore they more often use translation
at the level of educational skills and grammatical generalizations.
References:
1. Chomsky N. Topics in the Theory of Generative grammar.— The Hague, 1966.
2. Бим И. Л. Концепция обучения второму иностранному языку (нем. на базе англ.).—
М.: Вентана-Граф, 1997.—p 40.
3. Mirolyubova A.A. Metodika obucheniya inostrannim yazikam: tradicii I sovremennost.-
Obninsk, 2010.- pp 302-310.
