Обучаем школьников анализу языковой личности персонажа: подготовка к итоговому сочинению по литературе

Abstract

The article is devoted to the problem of preparing eleventh graders to write a final essay on literature. The focus is on the methodology of working on the topic “Language and linguistic personality”. In modern humanities, the term “linguistic personality” is studied by scientists from different angles: linguodidactic, linguoritorical, communicative, linguoculturological and linguocognitive approaches. A controversy arises around the methodology for analyzing the linguistic personality, both real (native speaker) and conventional (virtual) within the framework of a literary text, which determines the relevance of the study, the novelty of which lies in the development of an algorithm for analyzing the linguistic personality of a character in a literary text based on the material, adapted for schoolchildren story by A.P. Chekhov’s “Gooseberry”. The purpose of the article is to develop, based on the research of L.N. Churilina and Yu.N. Karaulov, a simplified algorithm for analyzing linguistic personality for schoolchildren, which can be used if you choose the appropriate topic when writing a final essay on literature as part of the Unified State Exam. The research is based on linguostylistic and comparative methods, as well as methods of citation and holistic analysis of a literary work. The subject of the study is the linguistic personality of the heroes of Chekhov’s story “Gooseberry”. Based on the analysis of the story, the author demonstrates the main aspects of revealing the linguistic personality of the characters: mental and speech activity determined by the worldview of the characters, their education and intellectual development, origin and social circle, the space-time continuum in which the text production of the characters is inscribed both in the mental (thought process, objectified by internal speech), and in real discourse (speaking) taking into account the addressee and the statements of others (dialogue, direct speech, improperly direct speech). The proposed work format develops students’ skills in analyzing the linguistic personality of a character and can be successfully used by philologist teachers in preparing for the final essay on literature at school.