Linguodidactic Representation of the Secondary Linguistic Personality in the Linguoculturological Aspect (Based on the Material of Teaching Russian as a Foreign Language)

Abstract

The article examines the theory of secondary linguistic personality in the prism of the linguoculturological approach as one of the significant aspects of modern foreign language education. In the process of teaching a foreign language, it is not enough to form only a language competence. To understand national thinking, in-depth knowledge of an extralinguistic nature is necessary, related to the peculiarities of the national mentality, its values and linguistic culture, which are reflected in communicative norms and traditions, features of speech etiquette. The paper examines the relevance of integrated learning of a foreign language and national linguoculture. The problem of the content of linguistic and cultural information in textbooks on Russian as a foreign language is analyzed. The paper describes the ways of introducing educational material through national culture in the process of interaction of educational and extracurricular activities. The use of the linguoculturological approach as a model of teaching Russian as a means of intercultural communication makes it possible to form an idea of the national picture of the world among foreign students through the specifics of culture in its verbal embodiment. The ability to perform adequately and successfully communicative activities in a non-native language is the result of the formation of students’ secondary linguistic consciousness.