Formation Of Linguistic Personality Research Articles

МӘДЕНИЕТАРАЛЫҚ ҚАРЫМ-ҚАТЫНАС КЕҢІСТІГІНДЕГІ ТІЛДІК ТҰЛҒА

Abstract. Among the channels of speech culture, the work of a philologist student without language richness will not be fruitful. Language richness may seem like a requirement only for teachers and philology students. If the teacher conveys what he has to say through the richness of words, in an impressive and complex language, he will surely find a way to the heart of the student. That is, although the expression of the quality of vocabulary in functional styles is different, the demands of society members are the same, because language richness is a very important component of word culture. The national language is one of the main channels of the rich and refined word culture. Key words: word culture, speech culture, linguistic personality, linguistic personality of the student, formation of linguistic personality.

БОЛАШАҚ МҰҒАЛІМНІҢ СӨЙЛЕУ МӘДЕНИЕТІН ҚАЛЫПТАСТЫРУ

Annotation. Linguistic and cultural bases of formation of linguistic personality of philological students can be used as classification signs in document classification, as semantic concepts in generating thesauruses and ontologies, as supporting concepts in media content analysis. In virtually all automatic text processing tasks, such as annotation, indexing, classification, machine translation, knowledge extraction, and more. it will be necessary to produce the terminology. This monograph calls for the description and systematization of these methods in order to determine the future and development issues of language identity formation. The importance of the identified issues is based on the phenomenon of information explosion in modern society. It is intended for research workers, specialists, university teachers, doctoral students, graduate students and students in the field of language personality formation. Key words: word culture, speech culture, linguistic personality, linguistic personality of the student, formation of linguistic personality.

FORMATION OF SECONDARY LINGUISTIC PERSONALITY OF CHINESE STUDENTS LEARNING RUSSIAN

In this article, we consider the specifics of the linguistic personality formation of Chinese students learning Russian in the context of professional academic discourse. The linguistic personality analysis is based on the model by Yu.N. Karaulov, which comprises the verbal-and-semantic, thesaurus, and motivation levels. In our work, we pay attention to the specific features of each level. We distinguished the mistakes, which В1-С1 Chinese students learning Russian as a foreign language make when they construct monologues and dialogues. Based on the conducted questionnaire survey, we have determined the Russian proficiency level in terms of the language system, as well as revealed the knowledge of precedent names.

MODERN METHODOLOGICAL SYSTEM OF THE RHETORICAL COMPETENCE FORMATION OF UNIVERSITY STUDENTS

The article analyzes the problem of rhetorical competence formation of university students in the process of teaching Ukrainian for special purposes and proposes ways to solve it. Some aspects of the methodological system are proposed. Attention is focused on the peculiarities of students' rhetorical competence formation in the conditions of distance learning, in particular on the use of interactive forms and methods of distance learning, which contribute to the linguistic personality formation of the future specialist. One of the main tasks of higher education is the formation of rhetorical competence of university students. The approaches of scientists to the concepts of “rhetorical competence” and “formation of rhetorical competence” were analyzed and the conditions of rhetorical competence formation in the conditions of distance education were substantiated. It was found that scientific studies consider rhetorical competence as the ability to design effective and optimal communication for the speech situation; to realize one's own rhetorical resources in the process of professional activity, to increase the professional language image. Rhetorical education affects the formation of the language image and the trajectory of the professional career of the future specialist. Rhetorical competence involves the formation of personal qualities, the development of thinking, speech, the ability to conduct business communication according to the rules of etiquette. The process of rhetorical competence formation requires updating the methodical system, building the specifics of practical classes in the conditions of a distance learning mode and the complex realities of wartime in Ukraine.

PROBLEMS OF THE FORMATION OF UKRAINIAN-SPEAKING PERSONALITY OF MEDICAL COLLEGE STUDENTS

The article deals with the theoretical definition of the concept of “Ukrainian-speaking personality” in the modern educational space in general, medicine in particular. We carried out the analysis of scientific views on the interpretation of the concept of “linguistic personality” in the works of researchers: Z. Bakum, F. Bacevich, D. Ganych, N. Duda, N. Kalyuzhna, Yu. Kosenko, O. Mamchich, I. Oliynyk, N. Otreshko, O Selivanova. Also, we analyzed the structural components in their logical combination: personality, language, speech, language personality, communication. We determined the relevance of the specified problem within the specifics of the medical field, taking into account the requirements and needs of the leadership. In this perspective, we analyzed the works of I. Gumennaya, V. Kulchytskyi, I. Lisovoy, V. Mikayelyan. Basing on the realized theoretical analysis, the sought-after concept is interpreted as an individual ability to verbal use, fluency in language constructions, appropriate use of synonymous means, correct interaction of sound signals and graphic symbols in various situations during communication or assimilation of certain information, exchange opinions, positions, experiences, feelings. We demonstrated the ways to solve a specific problem through the prism of the competence paradigm of education, where communication becomes the leading condition for quality information, interaction and perception. Based on the scientific-theoretical analysis carried out during the research, we identified the specific features of nursing communication. We revealed and specified the nature of the leading didactic factors that ensure the formation of linguistic personality in accordance with the educational goal at each educational stage. We proposeda system of exercises and tasks, which ensure a high-quality through-and-through formation of the Ukrainian-speaking personality during the teaching of non-philological disciplines in a medical college.

THE EDUCATIONAL INFORMATION ENVIRONMENT AS A CONDITION FOR THE SUCCESS OF A LINGUISTIC PERSONALITY FORMATION

The article reveals the features of the modern educational information environment for the success of linguistic personality formation.
 The authors of the article prove the importance of integrating the educational and information environment into the pedagogical process, where all component processes are exposed to personality formation, influence the professional formation of the future specialist and play a significant role in the formation of linguistic personality. The purpose of the article is the theoretical substantiation and empirical study of the level of the educational and information environment influence on language personality formation success in higher education institutions. The research tasks are focused on the scientific substantiation of the concepts of "educational and information environment" and "linguistic personality"; identification of factors in the formation of linguistic identity success; analysis and interpretation of research results regarding the influence of the educational and information environment on the linguistic personality formation. The results of the study prove that the educational and information environment is a combination of the latest information technologies and modern pedagogical developments, which should lead to the maximum effect of a sufficient educational process. Various roles of the educational and information environment in the educational process are considered. Where the specified environment can be both a means of supporting the educational process and a means of implementing blended learning. In our study, the educational and informational environment is considered in the paradigm of the distance learning organization. The classification of the levels of the information and educational space and the requirements for distance learning is revealed. The research proposes and justifies the choice of Internet technologies to create a new level of education and information environment. Research also proved the establishment of contact between all participants of the educational process; sample settings are necessary when the students' load of educational material is determined. In the course of questionnaires and surveys of participants in the educational and pedagogical process of technical universities, the peculiarities of the organization of professional training of future specialists in the conditions of distance learning, their influence on the success of language personality formation, and motivation to study were established. Conclusions. Summarizing the results of the study on the influence of the educational and information environment on linguistic personality formation, the authors substantiate the need for learning a foreign language. On the basis of productive educational activities, the development of a foreign language is a component of forming a linguistic personality. It is noted that the use of Internet resources creates conditions for the implementation of an individual and differentiated approach to foreign language learning as well as forms the ability to work, analyse and evaluate information. The article reveals the advantages of implementing an educational and information environment during distance learning of foreign languages and emphasizes that despite all the problems of introducing the specified form of education into the educational process, the educational and information environment helped both teachers and students to discover new opportunities, to get a new positive experience of working with Internet platforms and digital tools, and also contributed to the success of linguistic personality formation

АНАЛИЗ ПУБЛИЧНОГО ДИПЛОМАТИЧЕСКОГО ДИСКУРСА КАК МЕТОД ФОРМИРОВАНИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТА ФАКУЛЬТЕТА РЕКЛАМЫ И СВЯЗЕЙ С ОБЩЕСТВЕННОСТЬЮ

The article is devoted to discourse-analysis of public diplomacy as a method of student’s linguistic personality formation at the Faculty of Advertising and Public Relations. The article defines the concepts of “linguistic personality”, “discourse”, “diplomatic discourse” and “public diplomacy”. The differences between didactic and empirical methods are described; the need to use both groups of methods is proved. The analysis of public diplomatic discourse as a method of student’s linguistic personality formation at the Faculty of Advertising and Public Relations is placed at the junction of these two groups of methods. A separate section is devoted to three levels of argumentation: emotional, cognitive, pragmatic. The speaker chooses all or each of them in accordance with the peculiarities of the audience’s perception of information. Depending on the speaker’s mastery of all three levels of argumentation, one can judge the degree of development of his linguistic personality. The paper provides the most striking examples of a combination of three levels of argumentation and the main speech strategies of diplomatic communication taken from the speeches of political and diplomatic leaders of Russia, the United States and Great Britain. In conclusion, it is recommended to include the analysis of public diplomatic discourse in the English course for specific purposes as a method of student’s linguistic personality formation at the Faculty of Advertising and Public Relations.

Badiiy matnda lisoniy shaxsni belgilashning gender omili

The new field of lingopersonology linguistically explores each per-son. Manifestation of the linguistic personality in the literary text is caused by several factors. In this article, the concept of gender in linguistics, the views of the female and male linguistic personality are studied, also the issue of the role of gender factors in determining the linguistic personal-ity is highlighted in the literary. Peculiarities in the formation of the lin-guistic personality are analyzed in the literary text. The embodiment of a linguistic personality in a literary, it is important for the writer to be the owner of the language, and for the hero of the opposite sex, it is import-ant to understand the world, express it through language, understand the unique aspects of reflecting the value attitude. The article discusses the role of lexical and syntactic units for the formation of a female linguistic personality in the stories of Zulfiya the daughter of Kurolboy.

Лингводидактическая модель формирования вторичной языковой личности при профессионально-ориентированном обучении студентов неязыковых специальностей иностранному языку

The aim of the study is to prove that a secondary linguistic personality of students is dynamic, the level of its formation can be assessed and strengthened under certain pedagogical conditions in professionally oriented teaching a foreign (English) language to students of non-linguistic (socio-economic) specialties. In the article, the authors have analysed the phenomenon of a linguistic personality through understanding the process of a secondary linguistic personality formation. To achieve this aim, principles, conditions, criteria have been identified and the levels of a secondary linguistic personality formation have been described; a pedagogical experiment has been carried out. The scientific novelty lies in the development and description of a linguo-didactic model for the formation of a secondary linguistic personality of students in professionally oriented teaching a foreign (English) language to students of non-linguistic (socio-economic) specialties. As a result of the experimental study, the model of a secondary linguistic personality formation in professionally oriented teaching a foreign language to students of non-linguistic specialties has been validated.

PSYCHOLINGUISTIC PROFILE OF MODERN STUDENTS OF ECONOMIC SPECIALTIES

Within the article some aspects of manifestation of linguistic, terminological, communicative-pragmatic, textual, discursive competencies of the psycholinguistic profile of specialists in economic sphere are characterized. The influence of personal traits of an preceptor-economist on the formation of linguistic personality of an emerging economist is determined. Scientific works are analyzed, which allow to define a linguistic personality as a personality expressed in language and through language; as a person who is a native speaker and communicator, a holder of communicative competence. There are three levels of language proficiency: verbal-semantic, linguocognitive, pragmatic, the boundaries between which are quite fragile, vague; they also determine the stages of formation of linguistic personality. The requirements to the economic competence of a specialist are determined, which ensure the appropriate level of language proficiency, as lexical units of the language system occupy a priority place in professional speech of economic specialists: economic terminology of narrow and wide use, professionalisms, socially marked vocabulary, etc. The intralinguistic reasons for the dynamic penetration of lexical borrowings into professional speech of modern economists in connection with the nominative necessity are analyzed. With all due respect to foreign language culture, economic experts themselves are increasingly advocating the ecology of professional language, trying to use at least sporadically synonymous Ukrainian equivalents to the borrowings. Important communicative features of professional speech have been determined: content, accuracy, consistency, concise presentation of thoughts, provability, correctness and appropriateness of the terms use, information saturation, purity of speech, expressiveness of diction, melodiousness. Thus, indicators of general cultural, linguistic, terminological competence of an economist are deep knowledge of features of economic terminology, theory and practice of speech influence, attentive attitude to specific vocabulary and professional terms. Formation of the psycholinguistic profile of the personality of a novice economist depends on the fundamental language training, example and influence of the personal traits of the preceptoreconomist. The language development of a modern students of economic specialties largely depends on the state support, but above all on their own desire for self-development and selfrealization.

NATIONALLY MARKED COLLECTIVE LINGUISTIC PERSONALITY OF THE CHARACTER (ON THE MATERIAL OF V. SHKLYAR’ S NOVEL «KHARAKTERNYK»)

The article analyzes nationally marked collective linguistic personality in V. Shkliar`s novel «Kharakternyk»; identifies the relationship between linguistic personality and the worldview of the community where it was formed; analyzes different scientific approaches to the interpretation of the concept of linguistic personality and modern tendencies in its study. There is no doubt that the importance of analyzing the linguistic personality of the characters in popular books is difficult to overestimate because if one or another book gained popularity among a great number of people, then it is interesting to the reader because he identifies himself with the main character of this book, his perception of the world, the language, the linguistic behavior. It should be noted that modern Ukrainian authors had to fight for their popularity, but now we can observe the increasing public interest in the works of Ukrainian writers. In our opinion, V. Shklyar is one of the most popular and most controversial writers in Ukraine and it was the main reason why we chose his novel to analyze. In our opinion, one of the best examples of how to create a bright character, to show his inner world without resorting to broad authorical characteristics, is V. Shklyar`s novel «Kharakternyk». The aim of this paper is to investigate the main features of the nationally marked collective linguistic personality of the characters in the novel of V. Shklyar «Kharakternyk». Achieving the aim of this scientific article involves solving the following tasks: 1) to analyze the historical formation of the concept «linguistic personality» and to get acquainted with modern tendencies in the study of linguistic personality nowadays; 2) to identify the main factors influencing the formation of linguistic personality; 3) to analyze the main features and national markers of the collective linguistic personality in the novel of V. Shklyar «Kharakternyk». The object of our scientific article is the linguistic personality of the characters of the modern novel. The subject of this work is the collective linguistic personality in the V. Shkliar`s novel «Kharakternyk». The concept of linguistic personality was analyzed by such linguists as V.Sheludko, T. Dolshykova, L, Macko, T. Mayboroda and other scientists. Today the linguistic personality of Ukrainian writers is of interest to linguists which indicates the anthropological perspective of linguistic research in Ukraine, but the

Criteria for the selection of precedent cultural phenomena for teaching foreign languages

Proficiency in a foreign language does not mean that the individuals possess a certain lexicon and grammatical minimum as this is not enough for them to become full participants of the intercultural communication. Foreign language learners can become active and full participants of the intercultural dialogue if they retain a developed secondary linguistic personality. The latter’s development is provided for through the acquisition of the precedent cultural phenomena, which comprise national, socio-cultural and historical information and indicate its availability. The article proposes a system of criteria for the selection of precedent cultural phenomena as a teaching material for the foreign language classes. The paper characterizes the precedent cultural phenomena as a means of secondary linguistic personality formation. It has been established that an individual possessing the secondary linguistic personality is a communicatively active subject that is readily engaged in the intercultural communication and is able to produce appropriate verbal behavior in a given situation of the intercultural communication. Precedent cultural phenomena, which are cognitive structures formed in the native speakers’ mental base relying on their socio-cultural and national-historical experience, contribute to the development of the foreign-language speakers’ worldview and the skills of intercultural communication. It was found that the criteria for selecting a precedent cultural phenomenon are the properties that allow it to be included in the content of teaching as a teaching material. The author suggests the system of the said criteria comprising the basic (informative, nominative, pragmatic and applicable) and optional (programme-related, intercultural-related) criteria. It was assumed that the inclusion of precedent cultural phenomena as a teaching material in the content of the foreign language teaching may make it more effective, ensure the actualization of interdisciplinary relations, and contribute to the development of the secondary linguistic personality and students` intercultural competence.

Writings by philologists of the past as a basis for shaping linguistic personality of a modern teacher

The objective of this article is to analyze Apollos’ linguistic personality and answer the question whether the linguistic personality of a priest-scholar, author of grammar writings, public figure of the 18th century can be exemplary during the formation of a modern educator’s linguistic personality. Methodology. To solve the declared problem, a comparative analysis of the modern Russian teacher and scholar of the past’s linguistic personality was done. This became possible due to the use of sociolinguistic methods – questionnaire survey and interview, as well as to the use of Yu. N. Karaulov method of analysis of linguistic personality, M.K. Petrov concept of sociocode and G. Lakoff cognitive metaphor theory. The main findings of the research: 1) it has revealed problems of modern education; 2) identified and described Apollos’ value orientations, transmitted to students; 3) formulated a scientific hypothesis: it is necessary to use the writings of linguists/philologists and educators of the past as a basis for the formation of linguistic personality of a modern educator, tutor, mentor, facilitator because linguistic personality of previous centuries’ scholars and methodologists can be recognized as a model linguistic personality for a teacher of Russian language and literature. Application of research findings. The research findings can be introduced to a number of academic disciplines such as “Educator’s professional personality”, “Sociolinguistics”, “Cultural linguistics”, “Communicative-speech training”, “Academic eloquence”, “Genres of academic discourse”, “Stylistics”, “Russian language in the sociolinguistic aspect”, “Sociolinguistic foundations of communication”, etc.), they will also be essential in developing continuing (lifelong) education courses for teaching staff specializing in “Linguistic personality of a tutor: history and contemporaneity”. The novelty and originality of this research stems from the fact that 1) the analysis of pedagogical discourse was carried out in two time slices – year of 2019 and 18th century, that allowed to reveal the specificity of a Russian language and literature teacher’s linguistic personality in synchrony and diachrony, 2) Apollos’ grammar was for the first time explored within the anthropocentric paradigm, 3) the prospects for further study are seen in taking from the best of the past philology to the matrix of modern education.

МОВНА ОСОБИСТІСТЬ УЧИТЕЛЯ ПОЧАТКОВОЇ ШКОЛИ У СВІТЛІ ВИМОГ МОДЕРНІЗАЦІЇ ОСВІТИ ХХІ СТОЛІТТЯ

“Linguistic personality” concept is generalized in the article; objective and subjective factors that influence linguistic personality formation of a primary school teacher are stated; expediency of linguistic personality concept essence is substantiated for training of the future new Ukrainian school teachers, problems of linguistic personality formation of future teachers in the scope of modern linguodidactics

LINGUISTIC PERSONALITY IN UKRAINIAN LANGUAGE EDUCATION OF DEAF EDUCATION DIRECTION

The article is devoted to the disclosure and comparative analysis of the category of linguistic personality in the modern general and special language education of deaf education direction. Attention is drawn to the fact that the formation of a linguistic personality depends on many aspects. The specificity of the linguistic personality formation of a person with hearing impairment is central to the development of the scientific foundations of the special education system for people with hearing impairments (Í 90, Í 91), which would be as adequate as possible to the methods and techniques of learning and usage the Ukrainian Sign language together with the Ukrainian language, taking into account the State Standard for Primary Education, the project of Basic State Standard for General Secondary Education. The author shows that the content of the linguistic personality of a hearing-impaired person is influenced by various factors. On the basis of the author’s complex of the formative language education methodology, the tendencies of restructuring of the educational process are grounded, taking into account the current norms of the legislative base, development of new content of language training, the use of strategies, which generally contribute to the formation of a linguistic personality of a hearing-impaired person.

Formation Specifics of Language Personality in a Multicultural Environment

The article considers the specificity of modern linguistic personality formation in KabardinoBalkaria, a social space of which develops as a multidimensional and multifaceted multicultural environment characterized by the expansion of the boundaries of cultural communication; updating the cultural significance of belonging to the Russian world; the intensification of tendencies towards the assertion of national identity; the proliferation of ideas and views faith communities; expansion of the modern media discourse, activation of the processes of information intensity and mass digital accessibility, which generally forms the media culture of society, etc. It is noted that in the multicultural space of the Republic, the culture of Russian society with the basic culture of the Russian people, the national cultures of the titular peoples (Kabardins and Balkars), and religious (mainly Islamic) culture occupy dominant positions that determine the cultural preferences of the modern language personality, the formation and development of which is significantly influenced by social, ethnic and psychological factors.

Переводческие ошибки как результат лингвистической интерференции у студентов неязыкового вуза при работе с англоязычными текстами юридической направленности

The paper aims to identify and systematize non-linguistic students’ interferential mistakes when translating the English-language texts of juridical subject area. Scientific originality of the study lies in the fact that the authors provide a comprehensive analysis of students’ translation mistakes and suggest an interdisciplinary approach to the problem of linguistic interference in the process of a bilingual linguistic personality formation. The research findings are as follows: the authors propose a classification of the most frequent translation mistakes, identify their causes and highlight methodology to develop students’ bilingual skills so as to reduce linguistic interference and, consequently, frequency of translation mistakes.

To the problem of formation of multilingual linguistic personality in the multicultural space of Kazakhstan

The article discusses the problems of the formation of a linguistic personality in the modern multicultural space of Kazakhstan. The authors, having studied theoretical concepts aimed at studying the «linguistic personality» in linguistics, analyze the linguistic and extralinguistic factors that influence the formation of the national linguistic identity, the second linguistic identity, the linguistic identity of the Eurasian type. The authors conclude that a modern specialist in the Eurasian space, a linguistic person in the multicultural space of Kazakhstan, a person with speech and cultural competencies, must speak at least three languages - the state language, the language of interethnic relations and the language of international relations, and for modern Kazakhstan such languages are Kazakh, Russian and English.

Semiotic and Cultural Preconditions of A Synthetic Linguistic Personality Formation

Semiotic and Cultural Preconditions of A Synthetic Linguistic Personality Formation

LANGUAGE PERSONALITY

The article is dedicated to the Ukrainian educator and master of translation Ivan Babych. The basic milestones of his linguistic personality formation are outlined and the extralinguistic factors of influence upon such formation are revealed.Considering the biography of I. Babych and analyzing his heritage in the field of translation, we should admit that he was a person of European culture, who shared its fundamental values in Ukraine. At the same time Ivan Babych promoted the Ukrainian culture as well as the language of the country in the French-speaking part of the world. It is from the standpoint of a specific function of intercultural personality that one should consider his linguistic personality and achievements in the sphere of literature.It is postulated that, being a Ukrainian translator of French descent Ivan Babych contributed to the rapprochement of European peoples and cultures via his fruitful literature activity. From such point of view, we refer him to a cohort of the famous representatives of the Ukrainian Literary Translation School.