Secondary Linguistic Personality Research Articles

Forming linguistic-cultural competencies in Kazakhstani students learning Russian as a non-native language

The formation of linguistic-cultural competence in the process of teaching Russian as a non-native language is becoming a priority in modern linguodidactics, in particular in the educational space of Kazakhstan. The relevance of the study is in the need to form and develop a fully educated secondary linguistic personality in the multilingual environment of modern society. This requires applying anthropocentric principle in teaching Russian as a linguistic-cultural phenomenon. The aim of the study is to form students' linguistic-cultural competence in precepting the features of the Russian picture of the world, traditional values, and mentality of the Russian ethnic group. The material of the study includes associative dictionaries of the Russian and Kazakh languages, the results of associative experiments with schoolchildren, scientific sources on psycholinguistics and cultural linguistics, Kazakh manuals and textbooks on the Russian language (in schools with Russian/Kazakh language of teaching). In the work comparative and associative experiments, pilot survey were used, as well as the methods of structuring (associative semantic gestalt according to the method of Yu.N. Karaulov), linguistic and cultural commentary, modeling situational exercises and analysis of communicative-speech acts. The results of the study illustrate the specificity of students' ethnolinguistic awareness at the associative level. The relevance of linguistic and cultural commentary for widening students' ethno-mental outlook and organising adequate intercultural dialogues is grounded. The effectiveness of associative experiments materials as a means of forming linguistic-cultural competence of students is shown.

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

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.

Associations per word holidays in the language consciousness of native Chinese speakers in comparison with the spontaneous stories of the Chinese about the holidays

The article explores two sets of keywords (KW) on the topic “Holidays”. The first one was selected in the course of a special experiment consisting of 20 spontaneous monologues — stories about holidays — pronounced by Chinese in Russian. These monologues were taken from the corpus of Russian monologue speech “Balanced Annotated Text Library”. The experiment involved 40 native Russian speakers, all philologists, who have an idea of what a keyword is. The second set of KWs was obtained during a free association experiment on the word holidays, which was attended by 146 native Chinese speakers living (at the time of participation in the experiment) both in Russia and in China. Comparison of the results of two different experiments showed a great similarity of the obtained sets of KWs, which ensured, among other things, the content integrity of the recorded texts. The proposed method of associative experiment and search for keywords in oral monologue-stories seems to be quite promising in the analysis of corpus material, and the results can be useful both in theoretical and practical terms. In the first case, we can talk about studying the influence of the primary linguistic personality on the secondary linguistic personality, as well as about the features of the formation of this secondary linguistic personality, which is a foreigner studying a second language. In the second case, the obtained data can help to understand whether native Chinese speakers, when speaking and thinking in their non-native Russian language, are using the same or different ways of thinking, same or different lexicon, and also whether the speaker’s gender influences the choice of one or another word. These data can be useful in the practice of teaching the Russian language to a foreign (in particular, Chinese) audience

Social and Emotional Aspect of the Secondary Language Personality Development in Teaching a Professional Foreign Language

Problem and Aim. The article discusses the features of the manifestation of the relationship between the development of various aspects of a linguistic personality and its socio-emotional competencies. The main attention is paid to the socialization of a linguistic personality and its enrichment through the formation of a secondary linguistic personality in the process of learning a foreign language. The purpose of this study is to analyze the factors that influence the successful development of a secondary linguistic personality in the process of its socialization in the conditions of professionally oriented foreign language communication. Methodology. The methodological basis of the study is a complex of general scientific (analysis, synthesis, deduction, induction) and methods of cognition, which made it possible to analyze and synthesize theoretical and practical material. The authors come to the conclusion that students’ social-emotional skills influence students’ interpretation of their experience of foreign language communication, determine positive socialization, effective development of a secondary language personality and create a synergistic effect of students’ stable self-identity.

CROSS-CULTURAL RESEARCH AS A METHODOLOGICAL RESOURCE OF MODERN LINGUODIDACTICS

Cross-cultural linguodidactics is considered a modern methodological tool that allows learning a foreign language not only in the context of immersion in the culture of the people – the native speaker of that language, but also to take into account the effects resulting from the interactive exchange of linguocultural information between all parties of multicultural communication. Based on the above positions, most linguistic facts acquire the status of units with a linguocultural and linguodidactic resource. Moreover, the acquisition and subsequent mastery of these foreign language units contribute to the formation of the secondary linguistic personality fragment of the worldview, which, in turn, allows for building and improving the competence base of an international student in the field of intercultural and multilingual interaction. Material and Methods. The study was conducted on the basis of the material contained in lexicographic sources to investigate the didactic resources of lexical borrowings – Russianisms and Chineseisms. The main method is a comprehensive cross-cultural analysis combining a number of methodological procedures: Observation, etymological, componential and lexical-semantic analysis, associative linguistic experiment, elements of linguoculturological, linguo-conceptual and discursive analysis. Results and Discussion. The cross-cultural study was conducted in several steps. First, based on the analysis of available lexicographic information, the presence of borrowed units belonging to various thematic groups (socio-political, scientific, and technical vocabulary, words denoting natural and geographical objects, realities of national life, economy, historical and cultural phenomena) was established in Russian and Chinese as actively contacting recipient languages. Second, it was found that Russianisms quantitatively predominate and most of the borrowings are internationalisms. Third, an association experiment conducted in groups of Russian and Chinese speakers was used to determine similarities and differences in the interpretation of borrowings. The results of the comparative analysis are mainly determined by the factors of the informant’s belonging to a certain linguistic culture and the level of foreign language proficiency. Finally, recommendations are formulated on how crosscultural analysis can be used for linguodidactic purposes. Conclusion. The didactic tool of cross-cultural analysis makes it possible to learn a foreign language thoroughly and comprehensively and to use it effectively as a means of intercultural communication. At the same time, the borrowed lexical units serve as valuable empirical material for the implementation of the methodological guidelines of a cross-cultural orientation.

Применение инновационных методов обучения как условие формирования вторичной языковой личности

The article highlights innovative teaching methods that contribute to the formation of a secondary language personality. These methods in foreign language lessons combine individual, group, oral, and written forms of work and are designed for the use of all four main types of speech activities. The authors provide practical examples of innovative methods’ application with a description of their structural components. The article defines the requirements for teachers’ preparation for lessons using innovative teaching methods. Particular attention is paid to work on students’ feedback: the impact of each innovative method on students is checked by conversation, survey. The authors consider it expedient while organizing project activities to form a secondary language personality, to adhere to the following directions in pedagogical activity: historical, cultural, linguistic. Language portfolio creation and its managing are effective means that contribute to the formation of a secondary language personality and allow to monitor the increase of knowledge level about the history and culture of the target language country. The authors set the goal to test the effectiveness of innovative teaching methods’ use in the formation of a secondary linguistic personality in foreign language classes. To achieve this goal, the following methods were used: analysis of scientific and pedagogical literature on the research problem, pedagogical experiment, survey, generalization, etc. The study describes the experience of using innovative teaching methods in the practice of foreign language teaching. The effectiveness of innovative teaching methods’ use in the formation of a secondary language personality is confirmed by the research results given in the article.

Formation of a secondary linguistic personality in teaching a foreign language as a methodological problem

This article examines the category of «secondary linguistic personality» as an object of interdisciplinary research. A linguoculturological approach to language learning is proposed. The difficulties that English teachers face in practice during the implementation of the task of forming a secondary language personality are considered.

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.

Teaching Foreign Oral Speech to Language University's Students on the Basis of Creolized Text

In the context of globalization and international integration, the requirements for knowledge of a foreign language, as an essential component of the professional competence of a modern competitive specialist, have substantially changed. Thus, the purpose of language education in modern conditions is the formation of a secondary linguistic personality, capable of intercultural communication, owning a fluent, clear and logically constructed foreign language speech. This goal leads to the search for creative approaches to professionally oriented teaching of foreign languages, the effectiveness of which is associated with the creation of problematic situations that contribute to unlocking the creative potential of students. Solving problematic problems contributes to the development of critical thinking, creative activity, interest and motivation to learn a foreign language, analytical skills and spontaneous speech of students. In the conditions of information oversaturation in the modern world, creolized texts occupy has a significant place in the communicative space in professional life. It requires a representative of a modern society to have the ability to decode, interpret information. In this study, the authors consider the informational and linguodidactic potential of foreign-language creolized texts, which can be used as the basis for the development of unprepared speech and discussion skills of students in the framework of organizing a creative educational process. Finally, the authors propose a pedagogical algorithm for the formation of communicative skills of students in the context of the development of spontaneous speech based on creolized texts.

The Role of the Legal Idioms in the Teaching of English to Law Students

The article deals with the most common English legal idioms, gives their lexical meaning and peculiarities of usage. The author also shows the history of origin of some legal English Idioms, that constitute a significant part of professional vocabulary, demonstrating the rich, original and unique nature of language, so one of the aims of the article is to prove that knowledge of idioms contributes significantly to the vocabulary of law students, thereby facilitating the formation of their secondary linguistic personality. The author points out that the knowledge of English idioms helps students to develop important skills of analysis, inference and deduction, as well as promotes interest in the artistic possibilities of language.The article attempts to classify the most popular English legal idioms according to their subject matter, which makes it easier for students to find the necessary lexical units for successful and productive foreign language communication. Based on the research performed, it can be stated that English idioms based on legal terms are quite numerous and appropriate in informal communication situations. The author also provides recommendations for law students studying English legal idioms.

Иллокутивная грамотность как отражение прагматикона вторичной языковой личности преподавателя иностранного языка: дискурсематический и дидактический аспекты

The technology of developing illocutionary literacy of a foreign language teacher by means of linguopragmatic analysis in the process of continuous linguistic and methodical training is presented. Pragmaticon is an essential aspect of the secondary linguistic personality, which largely determines the quality of communicative competence of a foreign language teacher. Illocutionary literacy is a marker of pragmaticon within the model of second language identity of a foreign language teacher. The content of pragmaticon of the secondary linguistic personality of a foreign language teacher includes acquisition of basic and specific professionally-related communicative intentions as well as choice of optimal strategies and tactics of communication. Pragmaticon is expressed via clusters of verbal and non-verbal expressive means within the chosen strategy. In order to achieve the set scientific goals, a model of a foreign language teacher’s secondary linguis-tic personality was developed, the main components of a foreign language teacher’s secondary linguistic personality pragmaticon were identified, and the linguistic and didactic potential of illocutionary literacy as a qualitative expression of pragmaticon was described. The proposed nomenclature of skills, which constitute the substantive and formal aspects of illocutionary literacy, is the core basis for the objects of mastering in the process of continuous linguistic and methodological training of a foreign language teacher. Linguopragmatic analysis in the unity of its dictum and modus parts is offered as a didactic means of pragmaticon development. Linguopragmatic analysis, in its turn, requires the development of subjective communicative experience, possession of the content side of professional activity, as well as reflexive and analytical skills. When properly organized, linguopragmatic analysis implements the subject-methodical core of modern pedagogical education.

THESAURUS-I OF THE SECONDARY LANGUAGE PERSONALITY REPRESENTED IN THE ECONOMIC TEXTS IN ENGLISH

This article is devoted to the study of the verbal-semantic level (Thesaurus-I) of the secondary linguistic personality based on the analysis of texts on economic and financial topics. 8 texts (17,348 words, 97,712 characters, 132 minutes 36 seconds), which are transcripts of a monologue public speech by non-native English speakers at a TED conference, and 10 texts (19,227 words, 110,133 characters, 125 minutes 44 seconds), which are transcripts of native English speakers’ speeches, are served as the material for this study. The paper presents the results of a statistical analysis of the use of words frequency, proving the fact that Thesaurus-I of the secondary linguistic personality under analysis corresponds to the verbal-semantic level of native speakers. Further, the results of a statistical analysis of the use of Word Classes frequency are given indicating that the analyzed texts are a reflection of the real English language picture of the world. In addition, a thesaurus of English texts of an economic orientation has been built and analyzed, which allows describing the main characteristics of an English language picture of the world fragment, verbalized in texts of an economic orientation, and highlighting its inherent archetypes.

ІНШОМОВНА ПІДГОТОВКА ЗДОБУВАЧІВ ВИЩОЇ ОСВІТИ ДО ПРОФЕСІЙНО ОРІЄНТОВАНОЇ МІЖКУЛЬТУРНОЇ КОМУНІКАЦІЇ

The article deals with the problem of foreign language training of students of non-core specialties for professionally oriented intercultural communication taking into account the peculiarities of the process of communicative intercultural interaction. Psychological factors that affect the effectiveness of foreign language intercultural communication are analyzed. The specifics of the process of foreign language intercultural communication and the features of the development of a new cultural consciousness, or secondary linguistic personality are described. The socio-psychological preconditions of foreign language training of students for professionally oriented intercultural communication are determined. These preconditions are the following: 1) the ability of the individual to perform various types of speech and thinking activities in terms of social interaction with representatives of other linguistic and ethno-societies and their culture; 2) the potential possibility to change the student’s consciousness, the coexistence of two different aspects of object vision and phenomena of the world, which are represented by two different languages and cultures, which provides the ability to understand “pictures of the world” of another social community; 3) psychological readiness of the student for the dialogue of cultures, provided by the development of his/her personal qualities that affect the success of professionally oriented intercultural communication. The emphasis is placed on the fact that the process of professional foreign language training should be aimed at the development and self-improvement of the individual, the disclosure of its reserved capabilities and creative potential, the formation of socially active and independent personality in the context of dialogue / polylogue of cultures. One of the ways to solve these problems is to shift attention from the educational process to its results, focus the education content on the competence approach and find the effective mechanism for its implementation to achieve the goals and results of educational activities. The scientific significance of the research lies in the generalization of theoretical provisions on the specifics of the process of foreign language intercultural communication and the peculiarities of the development of a new cultural consciousness, or secondary linguistic personality.

Psycholinguistic aspect in shaping the secondary linguistic personality of post-graduate students

Presented is the paradigm of professional and linguistic competencies of postgraduate students of a Russian humanities university. The author proves the importance of a competency-based approach in teaching foreign languages to assist post-graduates in their successful adaptation to persistently changing conditions in the labour market. The research substantiates the necessity of shaping a secondary linguistic personality in post-graduate students capable of successful intercultural communication. The article analyzes various interpretations of “competence”, as a notion, postulates the communicative approach in learning foreign languages based on the psycholinguistic aspect. The author suggests new methods of assessment of the linguistic competence maturity in post-graduates at various levels of education.

LINGUISTIC PERSONALITY OF A TRANSLATOR

The article discusses the problems related to the specification of the levels of linguistic personality of a literary translation. Translator’s linguistic personality is a subtype of a linguistic personality, which is always limited to a special social function and conditioned by the ideas, style, linguistic peculiarities and preferences of the source text author. Therefore, a literary translator represents the reality that was perceived through the prism of a source text author’s mentality and cognitive experience, but with the attraction of own cognitive baggage and understanding of the foreign culture. The topicality of the research is conditioned by the necessity of definition of key components of s linguistic personality as essential elements of a literary text translation from the point of view of pragmatics. Moreover, the development of linguopersonology contributed seriously to the development of anthropological linguistics, therefore, the literary translation, being a part of anthropocentric paradigm, needs more detailed elaboration of a linguistic personality of a literary translator as this sphere is insufficiently researched. According to the understanding of a literary text as a complicated and multilevel phenomena representing a secondary objective reality and involving various contexts, it is necessary to take into consideration that a literary translator is also a secondary linguistic personality whose main goal is to represent an adequate text in the target language. Basing on the functional approaches, the levels (which are: linguocreative, pragmatic, cognitive, ideological and socio-cultural) reflecting the specificity of literary contexts were defined and justified. Each level is illustrated with the relevant examples that provide practical application of the developed theory. It is also emphasized that the differences in perception of a linguistic picture of the world by different cultures may affect the adequacy of translation, therefore, only linguistic knowledge is not enough for developing good translation skills in the sphere of a literary translation.

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.

Moscow Hodonyms: Representation of Linguo-Cultural Information in the Toponymy Training Database

On the example of three semantic fields identified in the corpus of historical Moscow hodonyms (Daily Life, Color and Occupation), it is demonstrated how the description of hodonyms by groups of features can contribute to the formation of toponymic images that approach the Russian toponymic picture of the world. As a result of the study, it is concluded that the reconstruction of the toponymic image based on the identification of semantic fields of toponyms contributes to the formation of the secondary linguistic personality with a great potential for adaptation to the foreign geocultural space.

IMPLEMENTATION OF THE PRINCIPLES OF PROFESSIONAL LINGUODIDACTICS IN THE PROCESS OF FOREIGN LANGUAGE EDUCATION AT NON-LANGUISTIC SPECIALTIES OF UNIVERSITIES

The article deals with the problem of professionally oriented foreign language education of students of non-linguistic specialties. Today, the goal of teaching a foreign language to non-linguistic specialists is the professional and business component of intercultural communication. In other words, it became necessary to train a graduate possessing professional oral communication competence, which led to the creation of a linguodidactic approach in vocational education, the theoretical and methodological foundations of which are dealt with by professional linguodidactics.In the context of professionally oriented teaching of foreign languages, we are talking about the formation of the future specialist’s secondary linguistic personality, which is a key category of professional linguodidactics. As an autonomous diversified scientific discipline, linguodidactics has its own object and subject of research, patterns, and categories, general didactic and linguistic professional principles that are actualized in the process of foreign language teaching.Professional linguodidactics is of great scientific and social importance, since it provides ample opportunities for training specialists with a high level of foreign language professional communicative competence, ensuring their mobility, competitiveness, and success in the modern world; determines the need for constant professional and creative development of foreign language teachers. Professional education creates the necessary prerequisites and conditions for conducting fundamental linguodidactic research in professionally oriented foreign language education.
 Keywords: professional linguodidactics, non-linguistic specialist, foreign language professional communicative competence, secondary linguistic personality, foreign language advanced specialization, integrated teaching, linguistic professional learning environment.

МІЖКУЛЬТУРНА КОМПЕТЕНТНІСТЬ ФАХІВЦІВ ІНОЗЕМНИХ МОВ У КОНТЕКСТІ СУЧАСНИХ ЗАРУБІЖНИХ КОНЦЕПЦІЙ

The article identifies the prerequisites for the emergence of intercultural communication as a subject of research, points to the priority objectives of studies in the field of intercultural communication in the European community. It considers the issue of formation of intercultural competence as a necessary factor for the process of communication between representatives of different cultures while training professionals of a new generation. The content of the concept of “intercultural communication” is revealed, the problematic issues of its formation in the process of mastering a foreign language are analyzed in the article. Knowledge of foreign languages helps to relieve psychological barriers, to be more confident while communicating with foreign partners, and be more compatible in modern world. It has been found that certain problems associated with involvement in different cultures are likely to occur when communicating with representatives of different cultures. Communication between people of different cultures is complicated not only by different languages, but also by the fact that this process is influenced by different cultural standards.
 The relevance of the concept of “intercultural competence” is substantiated, various views of Western scholars on the essence and structure of the concept of “intercultural competence” are presented in the article. The authors suggest models of intercultural competence which show that intercultural competence of future professionals is an integral part of their professional activity. Different views on the formation of a personality of a mediator between cultures are considered. The definitions of “mediator of cultures”, “bilingual personality”, “secondary linguistic personality” are given. Within the concept of “secondary linguistic personality” attention is paid to its special model, which is formed in the process of mastering a second foreign language. The article focuses on the analysis of characteristic features of a mediator of cultures.

Лингводидактические аспекты выделения критериев понимания прецедентных феноменов культуры вторичной языковой личностью

Лингводидактические аспекты выделения критериев понимания прецедентных феноменов культуры вторичной языковой личностью