Keywords
multilingual personality
factor model
functional model
foreign languages
learning
How to Cite
Abstract
The article focuses on the analysis of the didactic models of the multilingual personality formation. The factor model and the functional model of the multilingual personality formation have been characterized. The essence of the factor model consists in the system of external and internal factors that play an important role in the process of learning foreign languages. The main characteristics of the factor model are: a multistage structure and the chronological order of the different factors systematization. The essence of the functional model has been singled out. This essence consists in the influence of the fi rst foreign language on the second, third foreign languages during the process of speaking.References
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Andersen P., Education and Training. Work program–challenges and results, Brussels 2008.
Barcelona-Ziel, [in:] Electronic resourse: http://www.ec.europa.eu/education/languages/pdf/com/2008_0566_cs.pd. (22.02.2018).
Busch B., Trends and innovative practices in multilingual education in Europe: аn overview, Brussels 2011, p. 541–549.
Cook V., Writing papers, [in:] Electronic resourse: http://www.viviancook.uk/Writings/Papers/MCentry.html (22.02.2018).
Hammarberg B., Roles of L 1 and L 2 in L 3 Production and Acquisition, Cle vedon 2001, s. 21–41.
Herdina P. A., Jesner U., Multilingual matters, [in:] Electronic resourse: http://www.multilingual-matters.com/display.asp?isb=9781783095292 (11.01.2018).
Herdina P. A., Dynamic Model of Multilingualism: Perspectives of Change in Psycholinguistic, Cleveldon 2002, s. 89–91.
Hufeisen B., Gesamtsprachencurriculum: Einfl ussfaktoren und Bedingungsgefüge, Tübin gen 2005, s. 9–18.
Jessner U., Bilingualismus und Drittspracherwerb : Dynamische Aspekte des Multilingualismus auf individueller Ebene, Tübingen 1998, s. 149–158.
Levelt W., Speaking: From Intention to Articulation. Massachusetts : Massachusetts Institute of Technology, [in:] Electronic resourse: http://ru.scribd.com/doc/131696239/15-ALevelt-Speaking-1989 (20.01.2018).
Williams S., Language switches in L 3 production: Implications for a polyglot speaking model, Oxford 1998, s. 295–333.
References
JUNESKO, Vsestoronnjaja priverzhennost jazykovomu raznoobraziju i mnogojazychiju. Mezhdunarodnyj god jazykov [Multi Favourism to Language Variety and Multiligualism], 2007, [v:] E`lektronnyj resurs: http://www.un.org/ru/events/iyl/brochure/.shtml (22.02.2018).
Andersen P., Education and Training. Work program–challenges and results, Brussels 2008.
Barcelona-Ziel, [in:] Electronic resourse : http://www.ec.europa.eu/education/languages/pdf/com/2008_0566_cs.pd. (22.02.2018).
Busch B., Trends and innovative practices in multilingual education in Europe: аn overview, Brussels 2011, p. 541–549.
Cook V., Writing papers, [in:] Electronic resourse: http://www.viviancook.uk/Writings/Papers/MCentry.htm (22.02.2018).
Hammarberg B., Roles of L 1 and L 2 in L 3 Production and Acquisition, Clevedon 2001, s. 21–41.
Herdina P. A., Jesner U., Multilingual matters, [in:] Electronic resourse: http://www.multilingual-matters.com/display.asp?isb=9781783095292 (11.01.2018).
Herdina P. A., Dynamic Model of Multilingualism: Perspectives of Change in Psycholinguistic, Cleveldon 2002, s. 89–91.
Hufeisen B., Gesamtsprachencurriculum: Einfl ussfaktoren und Bedingungsgefüge, Tübingen 2005, s. 9–18.
Jessner U., Bilingualismus und Drittspracherwerb: Dynamische Aspekte des Multilingualismus auf individueller Ebene, Tübingen 1998, s. 149–158.
Levelt W., Speaking: From Intention to Articulation. Massachusetts : Massachusetts Institute of Technology, [in:] Electronic resourse: http://ru.scribd.com/doc/131696239/15-ALevelt-Speaking-1989 (20.01.2018).
Williams S., Language switches in L 3 production: Implications for a polyglot speaking model, Oxford 1998, s. 295–333.
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