Russian Language StudiesRussian Language StudiesРусистика2618-81632618-8171Peoples’ Friendship University of Russia named after Patrice Lumumba2535510.22363/2618-8163-2020-18-4-409-421Methods of teaching russian as a non-native and foreign languageМетодика преподавания русского языка как неродного и иностранногоResearch ArticleRussian-as-a-heritage-language vocabulary acquisition by bi-/multilingual children in CanadaУсвоение лексики русского как языка наследия детьми-билингвами и полилингвами в КанадеMakarovaVeronikaМакароваВероника

Professor in the Department of Linguistics at the University of Saskatchewan. She previously worked in universities of Japan, Russia, and UK. Her research studies have resulted in four edited books, one monograph, and over 100 published academic papers. She has received three grants from Canadian Government Funding Agency (SSHRC) and multiple international grants. Research interests: linguistics, applied linguistics, discourse analysis, heritage language studies, bilingualism/multilingualism, sociolinguistics and ethnic studies.

профессор кафедры лингвистики Университета Саскачевана. Работала в университетах Японии, России и Великобритании. Результатом ее исследований стали четыре книги, выпущенные под ее редакцией, одна монография и более 100 опубликованных научных статей. Получила три гранта от Канадского государственного финансового агентства (SSHRC) и несколько международных грантов. Сфера научных интересов: лингвистика, прикладная лингвистика, анализ дискурса, изучение языков наследия, двуязычие/многоязычие, социолингвистика, этнические исследования

v.makarova@usask.caTerekhovaNataliaТереховаНаталья

graduated with a BA in English and Literature from Kemerovo State University (Russia) and then pursued MA in Linguistics at the University of Saskatchewan with a research focus on language maintenance in bilinguals (completed in 2016). Upon graduation, coordinated translation and interpretation services for immigrants, she currently works with youth as a job developer for Options Community Services (OCS) and volunteers on the executive committee of the Canadian Translators, Terminologists and Interpreters Council. Research interests: bilingualism, multilingualism, translation

получила степень бакалавра английского языка и литературы в Кемеровском государственном университете, а затем степень магистра лингвистики в Университете Саскачевана с исследовательской направленностью на поддержание языка у билингвов. По окончании учебы координировала услуги письменного и устного перевода для иммигрантов. В настоящее время работает с молодежью в качестве разработчика вакансий в Options Community Services (OCS) и волонтером в Исполнительном комитете Канадского совета переводчиков, терминологов и переводчиков. Сфера научных интересов: билингвизм, мультилингвизм, перевод.

natalia.terekhova@usask.caUniversity of SaskatchewanУниверситет СаскачеванаOptions Community Services15122020184VOL 18, NO4 (2020)ТОМ 18, №4 (2020)40942127122020Copyright ©; 2020, Makarova V., Terekhova N.Copyright ©; 2020, Макарова В., Терехова Н.2020Makarova V., Terekhova N.Макарова В., Терехова Н.http://creativecommons.org/licenses/by/4.0https://journals.rudn.ru/russian-language-studies/article/view/25355

The significance of this paper is in its contribution to the innovative and rapidly developing research area of Russian as a heritage language (RHL) around the world. The purpose of the reported study is to explore Russian vocabulary development by bi-/multilingual children acquiring Russian as a heritage language in Canada. The materials come from vocabulary development and non-canonical lexical forms (NCF, earlier known as “errors”) in the speech of 29 bi-/multilingual children (between the ages of 5 and 6) from immigrant families in Saskatchewan, Canada (RHL group) as well as of 13 monolinguals from Russia (MR group). The study employs a method of a comparative analysis of vocabulary in picture-prompted narratives by children from the above two groups. The results demonstrate that bi-/multilingual RHL speaking children produced significantly more lexical NCFs as compared to their monolingual peers (MR), whereas narrative length in words, speech rate in wpm and vocabulary size did not differ across the two groups. Most NCFs in the RHL sample related to the use of verbs, followed by NCFs in the use of nouns. Unlike the speech of MR speakers, RHL participants’ language use exhibits some slight impact of dialectal forms, a few borrowings from English and code-switches to English. The study has applications for the theory of bi-/multilingualism as well as for teaching RHL to children of immigrants in North American and other contexts.

Актуальность статьи обусловлена ее вкладом в инновационную разрастающуюся область исследований русского как языка наследия (РЯН) за рубежом. Цель исследования состоит в изучении усвоения лексики РЯН детьми-билингвами и полилингвами, проживающими в Канаде. Материалами исследования послужили лексика и неканонические лексические формы (НЛФ, ранее называвшиеся ошибками) в речи 29 детей-билингвов/полилингвов в возрасте от 5 до 6 лет, членов семей иммигрантов, проживающих в провинции Саскачеван в Канаде (группа РЯН), а также 13 русскоязычных детей-монолингвов (группа МР) из России. В исследовании используется метод компаративного анализа лексики нарративных описаний картинок-иллюстраций детьми из двух вышеуказанных групп. Результаты показали, что в речи детей-билингвов/полилингвов наблюдается большее количество НЛФ по сравнению с группой монолингвов, тогда как длина рассказа, речевой темп и лексический запас сходны между группами. Большинство НЛФ в подкорпусе РЯН относились к формам глаголов, немного меньше НЛФ наблюдалось в формах существительных. В отличие от группы монолингвов, в речи канадской группы были обнаружены диалектные формы, заимствования из английского и переключение кодов. Перспективы исследования относятся к дальнейшей разработке теории билингвизма/полилингвизма, а также преподаванию РЯН детям иммигрантов в Северной Америке и других регионах мира.

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