LINGUISTIC APHORISMS AS THE MEANS OF IMPROVEMENT OF THE FUTURE PHILOLOGISTS’ LINGUISTIC COMPETENCE

Abstract

In the modern educational paradigm, special attention is paid to the preparation of future specialists based on the competency approach. The fundamental point of the process of professional training of students-philologists is linguistic competency as the integrated quality that includes a number of central characteristics. It is formed in the course of mastering the linguistic disciplines provided by the curriculum. Linguistic aphorisms that represent particular features of philological terms and notions in figurative form can be a significant supplement to the studied theoretical and practical material.The article deals with the essence of the notion of “linguistic competence” and its components. Taking into account the fact that linguistic competence is integral by itself, the following sub-competencies are distinguished: phonetic, orthoepic, graphic, orthographic, lexico-phraseological, lexicographic, and grammatical (its components include morphological and syntactical), punctuation and stylistic The content of each sub-competency as a linguistic subsystem has been defined in the article. Linguistic aphorisms, analyzed in the paper, represent philological notions and phenomena that are studied during the formation of every mentioned sub-competency. The interpretation of linguistic units through aphorisms is subjective, as their authors are mostly writers, scholars and philosophers. Linguistic aphorisms as individual authorial utterances cannot be treated as the ultimate source of information but rather assist in comprehending the essence of a particular linguistic phenomenon through figurative associations from the new perspective and serve as the means of its additional semantization. Having a didactic character, aphorisms can be used for educational purposes as a means of improving the linguistic knowledge of future philologists.
 Keywords: linguistic competency; sub-competency; linguistic aphorisms; individual authorial utterances; linguistic terms and notions; figurative associations; professional training; language personality; students-philologists.