Жамият ва инновациялар –
Общество и инновации –
Society and innovations
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Theoretical analysis of the study of the phenomenon of
bilingualism
Gulnoza PULATOVA
1
Ferghana State University
ARTICLE INFO
ABSTRACT
Article history:
Received May 2021
Received in revised form
20 May 2021
Accepted 15 June 2021
Available online
15 July 2021
The article reveals the scientific and theoretical positions of
scientists on the need to study bilingualism comprehensively.
The paper analyzes the works of scientists on the main aspects
of a comprehensive study of bilingualism. The authors of the
article argue about the need to implement a new neuro-
psychological approach to the study of bilingualism.
2181-1415/© 2021 in Science LLC.
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Keywords:
bilingualism,
integrated approach,
bilingualism research,
pupil,
bilinguals,
mental mechanism,
ability,
language,
speech.
Икки тиллилик ҳодисасини ўрганишнинг назарий таҳлили
АННОТАЦИЯ
Калит сўзлар:
икки тиллилик,
комплекс ёндашув,
икки тиллиликни
ўрганиш,
ўқувчи,
икки тиллик,
руҳий механизм,
қобилият,
тил,
нутқ.
Мақолада икки тиллиликни ҳар томонлама ўрганиш
зарурлиги ҳақида олимларнинг илмий-назарий позиция-
лари очиб берилган. Мақолада икки тиллиликни ҳар томон-
лама ўрганишнинг асосий жиҳатлари бўйича олимларнинг
ишлари таҳлил қилинган. Мақола муаллифлари икки
тиллиликни ўрганишга янги нейро-психологик ёндашувни
амалга ошириш зарурлиги ҳақида баҳс юритишган.
1
Lecturer, Ferghana State University, Ferghana, Uzbekistan.
E-mail: myuldasheva229@gmail.com.
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201
Теоретический анализ изучения феномена билингвизма
АННОТАЦИЯ
Ключевые слова:
икки тиллилик,
комплекс ёндашув,
икки тиллиликни
ўрганиш,
ўқувчи,
икки тиллик,
руҳий механизм,
қобилият,
тил,
нутқ.
В статье раскрываются научно-теоретические позиции
ученых по вопросу о необходимости исследования
билингвизма комплексно. В работе проанализированы труды
ученых об основных аспектах комплексного исследования
билингвизма. Авторы статьи утверждают о необходимости
реализации нового – нейропсихологического подхода к
исследованию билингвизма.
Bilingualism as a social phenomenon is becoming increasingly important and is
becoming an important attribute of modern society. The position of the Council of Europe
on the proclamation of multilingualism, multiculturalism, cultural conformity,
anthropocentricity as significant principles of education system, determines the
actualization of the study of the resource of bilingualism in the development of the
bilingual student’s personality.
Bilingualism is one of the most complex problems and there is no doubt that it is
necessary to study it comprehensively. The need to create an integrated theory of
bilingualism is recognized by many scientists and some studies have attempted to
implement a comprehensive approach to the problem of bilingualism [2; 5]. According to
M.M. Mikhailov [7], this is due to the fact that the object under study (bilingualism) is a
complex scientific problem and in its study it is necessary to apply the methods of related
and non-adjacent sciences – linguistics, psychology, sociology, ethnography, pedagogy,
literary studies, etc. This is recognized by all researchers.
A.E. Karlinsky [5] identifies three aspects of the study of bilingualism: linguistic,
sociolinguistic and psycholinguistic; M.M. Mikhailov [7] identified four aspects: linguistic,
psychological, socio-political and educational-methodological. E.M. Vereshchagin notes
that “the problems of bilingualism can be considered from 6 different points of view, and
each time the research subject is allocated quite consistently and each time the study
assumes the use of an independent methodology” [2. P. 5]. Bilingualism,according to
E.M. Vereshchagina, is the subject of research of the following sciences: 1) psychology,
2) linguistics, 3) sociology, 4) psycholinguistics, 5) sociolinguistics, 6) social psychology.
Recently, there has been another promising approach to the study of the patterns of
bilingualism – neuropsychological [2].
Already in the early monographic studies of bilingualism, attempts to reflect the
complexity of the problem are traced. Thus, W. Weinreich noted that “much greater depth
and validity of the study of language contact can be achieved on an interdisciplinary basis”,
since “language contact can be best understood only in a broad psychological and socio-
cultural context” [1. P. 26]. In this monograph, the problem has already been posed: how
sociocultural and psychological factors influence the nature of the bilingual speech
product, in particular, the appearance of interference in the bilingual speech. However, the
problem was only identified, but not solved. In fact, the complexity of this study was
manifested in the consistent consideration of some issues related to the bilingual society,
the bilingual individual and the linguistic problems of the interaction of languages in
contact.
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The same kind of complexity – on the basis of juxtaposition – is found in the
monograph of E.M. Vereshchagin [2], where the psychological, sociological and linguistic
aspects of bilingualism are consistently considered.
In the 60s and 80s of the twentieth century, the complexity of the study of
bilingualism was realized through the development of borderline sciences-
psycholinguistics and sociolinguistics, combining a linguistic approach with a
psychological or sociological one.
The sociolinguistic approach to the study of bilingualism involves the identification
of those social factors that affect the nature of the speech product of bilinguals.
Yu.D. Desheriev notes that the purpose of a comprehensive study of bilingualism is a
socially differentiated characteristic of bilinguistic material (according to socio-territorial,
age, socio-group, educational and professional characteristics) in combination with the
identification of linguistic conditions (sources) of interference at all levels of language [4].
Developing this point of view, S.I. Treskova points out that the main principle of
measurement in sociolinguistics can be considered the principle of a complex multi-level
relationship of multiple linguistic and social variables, used to analyze linguistic variability
in synchrony and diachrony, taking into account its manifestation in various types of oral
and written forms of speech, in different conditions of interaction of languages, dialects,
idiolects.
Much attention in the development of the sociolinguistic approach was paid to the
search for adequate research methods. The most common method of data collection is the
recording of oral or written speech of bilinguals in combination with questionnaires to
obtain sociological information. The selected texts are subjected to linguistic analysis, and
the resulting linguistic and sociological data are statistically processed.
Within the framework of the sociolinguistic approach, the problem of measuring the
level of language proficiency was also discussed. In the study of mass bilingualism, data
from population censuses are most often used for this purpose, and in the study of group
bilingualism in the field, survey data are used. The level of language proficiency in this
approach is determined by the subjects themselves according to specially developed
ordinal scales. However, it is noted that in order to obtain reliable data, self-assessment of
the level of language proficiency should be combined with an objective assessment. There
is no doubt that this approach is promising, but its implementation is hindered by the
theoretical lack of development of the concept of “language proficiency” and the
methodological lack of its objective measurement.
The task of comprehensive study of bilingualism and, in particular, the Russian
language as a means of interethnic communication of students of national schools is also
set within the framework of a new direction – pedagogical sociolinguistics – which is being
developed by G.V. Kuzmina and her colleagues [8]. Russian RussianAs defined by
G.V. Kuzmina, the subject of pedagogical sociolinguistics is the socio-pedagogical and
socio-linguistic factors of mastering the Russian language in the conditions of various
types of bilingualism and their influence on the level of Russian language proficiency in
students of national schools. Special attention is paid to the environment in which the
speech development of children takes place. The task of studying the role of family and
school education in the formation of different types of bilingualism in schoolchildren is set.
The peculiarity of this direction in comparison with traditional sociolinguistic studies of
bilingualism is the focus on the study of the speech development of children in various
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socio-cultural conditions, the identification of not only language, but also text competence
of students, a broader account of the factors of speech development (national, age, socio-
economic, cultural, pedagogical, etc.).
According to M.N. Guboglo, the complex nature of bilingualism consists of
components of a threefold kind: 1) language, which includes all forms and methods of
functional development and interaction of languages; 2) personality presented
sociogenesis, biogenic, psychogenic and culturogenesis properties (parameters) of the
bearers of bilingualism and 3) speech, including knowledge and use of two languages in
different areas and situations of life, and to switch from one language to another[3].
The complexity of ethnosociological research is associated with the need to identify
and take into account, as far as possible, all the structural elements and structure-forming
connections between the components of bilingualism and the components of non-
linguistic reality [3].
In sociolinguistic and ethnosociological studies, the nature of bilingual speech works
is directly related to the effect of various social factors. However, still U. Weinreich pointed
out that sociocultural factors can influence interference only through the medium of
individual native speakers. Therefore, W. Weinreich believed that “the problem of the
bilingual individual as a factor determining the processes of interference should be
considered as paramount” [1. P. 126]. The same point of view was held by E. Haugen: “The
center, the focus of bilingualism – in the brain of the individual. Therefore, the
psychological study of a bilingual speaker should take a central place”. If the purpose of the
study of bilingualism is not just to describe the features of the speech works of bilinguals
in comparison with the speech of monolinguals, but to identify the causes of these features,
then it is necessary to understand the laws of the process of speech generation and speech
perception in bilingualism, and this is a research subject of psycholinguistics. Describing
the features of the psycholinguistic approach to the study of bilingualism, A.E. Karlinsky
writes: “It is necessary to establish a chain of causal relations that characterize the speech
behavior of a bilingual, putting at the end of this chain his speech works, which are the
manifestation of deep mental processes” [5. P. 74].
Thus, the form of speech (linguistic problems), the mental mechanism of speech
(psychological problems) and the social conditions for the formation and functioning of
the mental mechanism (sociological problems) are interrelated in a certain way: “The form
of speech is determined by the mental mechanism that has developed in certain social
conditions and functions differently in different social situations” [2. P. 5].
So, the most promising approach for the study of bilingualism can be considered a
comprehensive approach that allows integrating data from various directions into a single
theory. Since the activity is related to the level of speech development of students,
bilingualism is one of the factors of the success of an individual's educational activity. Thus,
bilingualism is not only socially conditioned, but also socially conditioning phenomenon.
In our opinion, there is a special need for the implementation of a new approach to
the study of bilingualism-neuro-psychological, since bilingualism is a process
implemented in a deep mental plan, the process of activating intellectual operations (the
neurological aspect of the approach), a phenomenon that depends on the individual
characteristics of the bilingual (the psychological aspect of the approach), a process that is
controlled and manages the training, education and development of students (the
pedagogical aspect of the approach). This approach is focused on identifying the deep
mechanisms of the formation and development of a bilingual personality, on determining
the resource of bilingualism in the development of a bilingual student.
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3.
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