tilTiltanymTiltanym2411-60762709-135XИнститут языкознания имени А.Байтурсынулы КН МОН РК10.55491/2411-6076-2023-4-37-44til-1225Research ArticleСтатьиВЛИЯНИЕ ПЕРВОГО И ВТОРОГО ЯЗЫКОВ НА УСВОЕНИЕ ТРЕТЬЕГО ЯЗЫКА (ПСИХОЛИНГВИСТИЧЕСКИЙ АНАЛИЗ)THE INFLUENCE OF FIRST AND SECOND LANGUAGES ON THE THIRD LANGUAGE ACQUISITION (PSYCHOLINGUISTIC ANALYSIS)https://orcid.org/0000-0001-9094-3034ИбраеваЖ. К.IbrayevaZh. K.

Алматы

Almaty

zhanar.kulmat@gmail.comhttps://orcid.org/0000-0003-3657-5562ЖаксылыккызыК.ZhaksylykkyzyK.

Алматы

Almaty

karlygashzhaksylykkyzy@gmail.comhttps://orcid.org/0000-0003-4015-1500НабиеваГ. С.NabiyevaG. S.

Алматы

Almaty

gulnaznabyeva1@gmail.comКазахский национальный университет имени аль-ФарабиКазахстанAl-Farabi Kazakh National UniversityKazakhstan2023301220239243744Copyright © Ибраева Ж.К., Жаксылыккызы К., Набиева Г.С., 20242024Ибраева Ж.К., Жаксылыккызы К., Набиева Г.С.Ibrayeva Z.K., Zhaksylykkyzy K., Nabiyeva G.S.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.tiltanym.kz/jour/article/view/1225

В данной статье представлены результаты пилотного исследования, целью которого является изучение статуса активности первого (Я1) и второго языков (Я2) казахстанских студентов-билингвов во время выполнения заданий на изучаемом третьем языке (Я3). В исследовании приняли участие студенты Казахского национального университета имени аль-Фараби. Для студентов из первой экспериментальной группы казахский язык является родным/первым (Я1), а русский Я2, тогда как для студентов второй группы русский язык является первым/родным (Я1) и казахский язык соответственно является  Я2. В эксперименте использовался поведенческий метод исследования, а также методика, включающая “задачу лексического решения” (Lexical Decision Task). Результаты такого рода исследований показывают, что в контексте производства английского языка (Я3) казахский (Я1/Я2) и русский (Я1/Я2) активируются конкурентным образом, при этом  роли языков и степень их активации в ситуации трехъязычия различаются у разных групп испытуемых. В процессе исследования выделены ключевые причины и факторы, влияющие на уровни активации казахского и русского языков в условиях учебного трехъязычия.

This article presents the results of a pilot experiment, the purpose of which is to study the status of activity of the first (L1) and second languages (L2) of Kazakhstani bilingual students while performing tasks in the target third language (L3). Students of the Al-Farabi Kazakh National University took part in the study. For students from the first experimental group, Kazakh is the native/first language (L1), and Russian is the L2. In contrast, for students of the second group, Russian is the first/native language (L1) and Kazakh, respectively, is the L2. A behavioural research method was used in the experiment, as well as a technique that included a “lexical decision task”. The results of this type of research show that in the context of the production of the English language (L3), Kazakh (L1/L2) and Russian (L1/L2) are activated in a competitive way, while the roles of languages and the degree of their activation in a trilingual situation vary in different groups of subjects. In the research process, the key reasons and factors influencing the levels of activation of the Kazakh and Russian languages in the conditions of educational trilingualism were identified.  

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The authors declare that there are no conflicts of interest present.