| Abstract [eng] |
This paper provides the theoretical analysis of the multilingual phenomenon and its influence on the students’ written language. The hypothesis is that students from the multilingual environment face difficulties with written language. Using the method of the content analysis the author conducted a research which aim was to indicate the influence of the multilingual environment on students’ written language. The research is based on the third and fourth formers paper works who speak and hear the Polish and Russian languages at home whereas attend the Lithuanian schools. The author carried out the qualitative and quantitative analysis of mistakes in students’ paper works. The empirical research found that a lot of students from the multilingual environment face difficulties with written language due to the huge impact of multilingualism. The typical spelling mistakes are mixing up long and short vowels (i-y, u-ū) and vowels (e-ė) as well as the correct writing of vowels with a diacritic hook. At the same time there are a lot of language mistakes in their essays, e.g. the words are formed, matched and used wrongly. The third and fourth formers make the same spelling mistakes. The number of mistakes in the fourth form is sometimes even getting bigger. It shows that avoiding spelling mistakes is a time consuming process. Nevertheless, the essays of fourth formers are longer and more imaginative than the ones of the third formers. They use more interesting phrases and various parts of the speech, e.g. nouns, verbs, adjectives. It means that narrative skills are improving whereas the impact of the multilingualism is gradually dissolving. According to the scientific literature and research results the author formulated the hypothetical model of improving the written language of the students from the multilingual environment. Its main aim is to overcome spelling difficulties caused by the multilingualism. The important multicultural aspect is that the learning process is related to the student’s environment, the cooperation of different specialists and parents is needed, the tasks are prepared according to student’s spelling difficulties and his individual features. The research results confirmed the hypothesis that students from the multilingual environment face difficulties with written language. |
