Preschoolers' Competence In Phonetic And Syntactic Aspects Of Native And Foreign Language

Abstract

This article examines correlation of Russian and English language competence levels among preschoolers. The competence level of children was determined by their success in completing relatively simple phonetic and syntactic tasks. The tests were conducted on an individual basis using methods, developed in Russian pedagogical psychology by N.I. Gutkina and A.R. Luria (both methods were modified by E.D. Bozhovich). In addition, a paired comparison matrix was made based on correctness of the way children pronounced familiar English words, clichés, and short sentences. The statistical analysis was performed using Spearmans rank correlation. The study involved two age groups of children attending kindergarten where English was taught (N= 71; 35 children aged 5.7-6.3 and 36 children aged 6.4-7). The results included the number of correct solutions provided by children doing the tasks, and types of mistakes made by them, while the qualitative analysis aimed to determine the mechanisms used by a child in doing those tasks. The study has shown a significant connection to exist between competence levels in the Russian and foreign language in terms of phonetics and syntax. However, the mechanisms of intellectual activity shown by children belonging to different age groups are different when working with linguistic materials in Russian and in English. These differences are driven by the two key factors: a) communicative experience of children obtained in their native language environment; and b) certain characteristics of English-teaching methods as prescribed by preschool training programmes. The suggested testing methods can be used both for preschool and primary school.