Јована П. Јањић, Међународна основна школа, Београд, Србија, имејл: jovanajanjic984@hotmail.com
Неда Р. Милошевић, Академија за хумани развој, Београд, Република Србија
Гордана Р. Чолић, Универзитет у Приштини са привременим седиштем у Косовској Митровици, Учитељски факултет у Лепосавићу, Лепосавић, Србија
Иновације у настави, XXXVII, 2024/3, стр. 75–89

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DOI: 10.5937/inovacije2403075J

Резиме: Употреба више од једног језика је карактеристична за већину светске популације укључујући и децу са артикулационим сметњама. Иако у области билингвизма и учења новог језика постоји велики број студија утицаја једног језика на други, укључујући и децу са дислексијом и развојним поремећајем координације, до данас изостају истраживања која испитују да ли и у којој мери нарушена артикулација на матерњем језику утиче на формирање артикулационе базе новог језика. Циљ истраживања је био утврђивање артикулационих образаца деце предшколског узраста на матерњим језицима, српском и француском, и повезаност ових образаца са артикулационим одступањима на језику који се учи, односно енглеском. Истраживањем су обухваћена 33 детета предшколског узраста са артикулационим одступањима из Београда која су похађала предшколски програм на енглеском језику, а чији су матерњи језици српски и француски. За утврђивање артикулационих одступања коришћени су дијагностички тестови за процену артикулације на сва три језика. Добијени резултати показују да постоји значајна повезаност артикулационих одступања на оба матерња језика и артикулационих одступања на енглеском језику. Резултати истраживања су потврдили теоријске импликације о утицају трансфера и интерференције матерњег језика на језик који се учи, у овом случају кроз измењене артикулационе шеме и обрасце фонемско-фонетског простора новог језика. Значај преноса шема артикулације са различитих матерњих језика на формирање артикулационе базе новог језика отвара простор за даља истраживања имајући у виду да адекватно изграђени фонемско-фонетски обрасци гласова језика који се учи утичу на лакше процесирање фонолошки сложених речи, морфосинтаксичке маркере који се изговарају, али и на низ функција дискурса и успешну усмену комуникацију, што код деце са артикулационим одступањима није случај.

Кључне речи: матерњи језик, страни језик, интерференција, артикулација, билингвизам

Summary: The use of more than one language is characteristic of the majority of global population, including children with articulation disorders. Although in the field of bilingualism and learning a new language there is a large number of studies dealing with the influence of one language on another, including children with dyslexia and developmental coordination disorder, to this day there has been a lack of research examining whether and to what extent the impaired articulation in the mother tongue affects the formation of the articulation base of the new language. The aim of the research was to determine the articulation patterns of the preschool children in their mother tongues, Serbian and French, and the connection between these patterns and articulation deviations in the foreign language they learn, namely, English. The research included 33 children of preschool age with articulation disorders from Belgrade who attended a preschool programme in English, and whose mother tongues are Serbian and French. To determine articulation deviations, diagnostic tests were used to assess articulation in all three languages. The obtained results indicate that there is a significant connection between articulation deviations in both native languages and articulation deviations in English. The research results confirmed theoretical implications of the impact of the transfer and interference of the mother tongue on the language being learned, in this case through changed articulation schemes and patterns of the phonemic-phonetic space of the new language. The importance of transferring articulation patterns from different mother tongues to the formation of the articulation base of a new language opens up space for further research, given that adequately constructed phonemic-phonetic patterns of the sounds of the language being learned influence an easier processing of the phonologically complex words, morphosyntactic markers that are spoken, but also a number of discourse functions and a successful oral communication, which is not the case in children with articulation deviations.

Кeywords: mother tongue, foreign language, interference, articulation, bilingualism

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