Organizing Diagnostics of Formation of Secondary Linguistic Personalityin a Pedagogical University

Abstract

This article is devoted to the diagnosis of the formation of a secondary language personality. Definitions of the concepts of “personality”, “linguistic personality”, “secondary linguistic personality”, developed by recognized Western scholars and experts, as well as studies and models of secondary linguistic personality, proposed by foreign and Russian scholars, are given. The problem of mutual influence of different cultures, preservation of linguistic and cultural diversity of the peoples of the world, interaction between representatives of different ethnic communities becomes actual in modern society. Cultural and ethnic diversity implies the desire to understand and find similarities and differences in different cultures. Education is not only a process of transferring knowledge and cultural values accumulated by generations, but also one of the optimal and intensive ways of entering the world of culture. According to N.D. Galskova, the result of any language education should be a language personality, and the result of education in the field of foreign languages - a secondary language personality with a formed intercultural competence as an indicator of the ability of a person to participate fully in intercultural communication [1].The relevance of the topic is determined by the definition of research problems and the formation of a secondary language personality of future teachers of a foreign language in higher education institutions in order to prepare a competitive, professional, competent specialist capable of preserving national values and heritage.The formation of a full-fledged linguistic personality requires the formation of not only the concept of the language, but also the national culture, psychology and character. A linguistic personality who speaks not only the national (native) language but also its culture can be called a national linguistic personality. The article is devoted to the identification of a linguistic personality as a person expressed in language(s) and through language - a person restored on the basis of the linguistic means used in professional communication. A foreign language teacher is regarded as a secondary language personality, which is a clarification of the general concept of the language personality in relation to the cross-cultural sphere of communication and linguistics.The theory of the linguistic personality became a subject of research of many foreign, Russian and domestic authors: A.Sharp, J.M. Duale, K.Ozanska, S.H. Fazeli, V.V. Vinogradov, G.I. Bogina, G.V. Elizarova, Y.N. Karaulova, V.P. Furmanova, etc., who argue that fluency in the language is a prerequisite for the education of a socially active individual who forms his values, goals, motives, interests and attitudes. This issue is also touched upon in the dissertation studies of N.I.Almazova, S.M.Andreeva, Z.V.Vozgova, E.V.Malkova, S.B.Mordas, A.B.Nedosugova, I.S.Rozhentseva, O.N.Krustaleva and others.Theoretical bases for the formation of the secondary linguistic personality are considered in the works of S.M. Andreeva, N.D. Galskova, S.B. Mordas, S.G. Ter-Minasova, I.I. Khaleeva and others, who consider the personality capable of mastering the “language picture of the world” of the speakers of this language (the formation of the secondary linguistic consciousness) and the global (conceptual) picture of the world.