Subordinative Bilingualism Development when Teaching Foreign Language in Higher Education

Abstract

The article deals with the psychological mechanisms that underlie the formation of subordinate bilingualism among students of non-linguistic specialties in the context of teaching the discipline “Foreign Language.” Subordinate bilingualism is defined as the initial stage of productive speech formation, which is necessary for the further development of mixed coordinated bilingualism and balanced (professional) bilingualism. The emphasis is made on the main stages of transcoding mechanism formation, which contributes to the automation and interiorization of internal speech programs and the development of oral-speech skills. The theoretical analysis of methodological and pedagogical literature, the use of empirical methods such as conversation, observation, interview, testing resulted in the pedagogical technology aimed at the subordinative bilingualism formation among the Elementary level students. The algorithm of this technology is presented as the example of investigating a particular topic. The analysis of the results of systematic and prolonged application of this algorithm in the study of language material proved its effectiveness in relation to the subordinate bilingualism formation, the development of productive speech skills.