second langugage, mother tongue, vocabulary richness, fluency, language interaction
Abstract
This study examines the impact of different language learning contexts on the mother tongue. The study covers the spoken and written language production of Russian-speaking students starting their studies in Hungary and compares their results with those of their English-speaking and monolingual peers in Russia. The research instruments include a language use and proficiency questionnaire, semantic and letter fluency tests, storytelling on the basis of a comic strip, and written production. The study is longitudinal: participants′ language performance is measured at the start of the study and after four months. The results show the impact of the non-native language learning environment on the native language, as reflected in a decrease in vocabulary richness and an increase in the percentage of pauses.