Факултет педагошких наука

ФАКУЛТЕТ ПЕДАГОШКИХ НАУКА УНИВЕРЗИТЕТА У КРАГУЈЕВЦУ, ЈАГОДИНА Милана Мијалковића 14, 35000 Јагодина, Тел/Факс: +381 (0)35 8223-805, Тел: +381 (0)35 8222-262


Download full text in PDF


Marija M. Stanojević Veselinović

DOI: 10.46793/pctja.19.336SV
UDK: 371.124:811.111


The focus of this article is the multilingual approach to foreign language teaching, in this case German language. In order to find out in which way the mother tongue and the first foreign language affect the learning process of second foreign language, a questionnaire was applied with students from Serbia, whose mother tongue is Serbian, L2 is English, while German represents L3. The research was done with first year students (N = 120) from the departments class teacher, pre-school teacher and boarding school teacher at the Faculty of Education in Jagodina, which can be one of the practical solutions for integrating plurilingualism and interculturalism into the school system.

Keywords: plurilingual competence, mother tongue, first foreign language, second foreign language.


Balla, A. (2013). The perceived role of L2 English in the process of Learning L3 German. A journal of The Romanian Society of English and American Studies ‒ Romanian journal of English studies, Volume 10, issue 1. Timişoara: Universitatea de Vest. https://doi.org/10.2478/rjes-2013-0005 . Retrieved April 20, 2019.

Burger, H., Buhofer, A. & Sialm, A. (1982). Handbuch der Phraseologie. Berlin, New York: W. de Gruyter.

Bugarski, R. (2009). Evropa u jeziku. (European Languages). Beograd: XX vek.

Cenoz, J. (2001). The effect of linguistic distance, L2 status and age on cross-linguistic influence in third language acquisition. In J. Cenoz, B. Hufeisen, U. Jessner (Eds.), Cross-linguistic influence in third language acquisition: Psycholinguistic perspectives (pp. 8‒21). Clevedon: Multilingual Matters. https://doi.org/10.1016/s0024-3841(02)00066-9 . Retrieved April 20, 2019.

Cirkovic-Miladinovic, I. (2014). Strategy Research in ELT: The Benefits for the Teacher. Saarbrucken, Deutchland: LAP Lambert Academic Publishing. ISBN:978-3-659-57760-4.

De Angelis, G. (2007). Third or additional language acquisition. Clevedon: Multilingual

Matters. Retrieved April 25, 2019 from https://doi.org/10.1017/s0272263109990301.

Durbaba, O. (2011). Teorija i praksa učenja i nastave stranih jezika. Beograd: Zavod za udzbenike.

Hall, J. C. & Ecke, P. (2003). Parasitism as a default mechanism in L3 vocabulary acquisition. In J. Cenoz, B. Hufeisen and U. Jessner (Eds.), The multilingual lexicon (pp. 71‒87). Dordrecht: Kluwer. Retrieved April 22, 2019 from https://doi.org/10.1007/b101932.

Kelly, M. & Grenfell, M. (2004). European Profile for Language Teacher Education ‒ A Frame of Reference. Retrieved April 20, 2019 from www.lang.soton.ac.uk/profile/report/MainReport.pdf.

Longman dictionary of contemporary English (2005). 5th edition, Harlow, England: Longman. ISBN: 1 405 81127 7 (Cased edition + CD ROM). https://doi.org/10.1108/09504120910978915.

Odlin, T. (1989). Language transfer: Cross-linguistic influence in language learning. Cambridge: Cambridge University Press. https://doi.org/10.1017/cbo9781139524537.

Saparbaevna, N. K. (2016). Biligual methods of Teching English: Principles and Advantages. Aktau College, Kazakhstan, Mangystau oblast. Retrieved April 14, 2019 from www.rusnauka.com/16_PN_2016/Pedagogica/5_211516.doc.htm.

Scott, J. & Pavlenko, A. (2007). Cross-linguistic influence in language and cognition. New York: Taylor & Francis Inc. Retrieved April 14, 2019 from https://doi.org/10.4324/9780203935927.

Suvakovic, A. (2017). Ucenje dva strana jezika u ranom uzrastu. Kragujevac: Filolosko-umetnicki fakultet.