Lapayeva
P.I., Kuptikbayeva M.D.
L.N. Gumilyov Eurasian National University, Kazakhstan
Communicative
competence formation of polylingual personality in modern polycultural
conditions of Kazakhstan
Cтатья посвящена вопросу формирования полилингвальной
личности cо сформированной коммуникативной
компетенцией в условиях современной языковой ситуации Казахстана.
Ключевые
слова: полилингвальная личность, языковая
ситуация, языковая политика, триединство языков, полилингвальность, языковая
личность, коммуникативная компетенция.
The
article is devoted to the formation of polylingual personality with formed
communicative competence in the conditions of modern language situation of
Kazakhstan.
Key words: polylingual personality,
linguistic situation, language policy, trinity of languages, multilingualism,
linguistic personality, communicative competence.
Kazakhstan,
remaining the multi- ethnic and poly-confessional state, endures today a
complicated and controversial period of cultural and linguistic development, as
evidenced by the prevailing linguistic situation, the characteristics of which
are given in the Concept of the Language Policy of the Republic of Kazakhstan.
It
should be noted that the core idea in almost all the documents in the field of
linguistic policy is necessity of mastering several languages.
Multilingualism,
as E. D. Suleymenova mentions, is the indisputable and essential characteristic
of Kazakhstan language situation. It is created by active participation of
Kazakh, Russian, English and other languages in it. The Kazakh, Russian and
English language competences are natural requirement reflection of practical
and professional possession of several languages for receiving real chances to
take up more prestigious social and professional status in society. [2,117]
In this
paper we dwell on the consideration of specialist’s communicative competence as
a component of a unified socio-professional competence under the conditions of
polylinguality.
Contemporary
social and political realities of Kazakhstan as a sovereign state require
language policy that meets the needs of multiethnic population and takes into
account the linguistic, demographic and political situation.
Most
boldly this problem in relation to a language situation of modern Kazakhstan is
reflected in the Message of the President of the Republic of Kazakhstan N. A.
Nazarbayev "New Kazakhstan in the new world" of 2009, where in order
to ensure the competitiveness of the country and its citizens proposed phased
implementation of the cultural project "Trinity of languages",
according to which we need to develop the three languages: Kazakh as the state
language, Russian as a language of international communication and English as
the language of successful integration into the global economy. [4]
Trilingual
education, and as a result, mastering foreign languages, will encourage students’
cultural interaction. Polylingual education is focused, organized, normalized
triune process of training, education and the polylingual personality
development based on the simultaneous acquisition of several languages as a
"fragment" of socially significant human experience, embodied in
language knowledge and skills, language and speech activities, as well as
emotional and valuable respect to the languages and cultures. Polylingual
personality - is an active speaker of several
languages [3, 83].
There
is an advantage of multilingual education - students form all the components of
intercultural communicative competence. Much attention is given to the general
trends of the contemporary language situation in Kazakhstan: the revival of
interest in the national languages, and national cultures, the desire to expand
the social functions of the state language in various areas of communication. [5].
This
implies that polylingual personality is a multicultural personality. That is
why a multicultural personality is defined as "an individual with a strong
linguistic consciousness." [4]
Yu.N.Karaulov
defines "the linguistic personality" as a combination of abilities
and the characteristics of the person causing creation and reproduction by him
of speech works, texts which differ with degree of structural and language
complexity, depth and accuracy of reflection of the reality determined by a
target orientation. The linguistic personality as an object of linguistic study
is considered within an integrated approach.
The
link between language and the individual consciousness of personality is fixed
in the concept of linguistic personality. Any personality proves not only
through substantive work, but through communication, which is impossible
without language and speech. Human speech inevitably reflects his inner world,
is a source of knowledge and his personality. Moreover, "it is obvious
that a person can not be studied out of language ...", since it is
difficult to understand a person, without hearing what he says. But it is also
impossible to "consider language in isolation from person," as
without speaking the language, he is nothing more than a system of signs.
Hence, linguistic identity is a kind of full-scale presentation of personality,
containing mental, social, and ethical, and other components, but refracted
through its language, its discourse [1, 93].
L.N.
Gumilyov Eurasian National University takes the I place in the General rating
of the best versatile higher education institutions of Kazakhstan. Its
multicultural space is formed, first, by a factor of a multinational student's
contingent, secondly, trilingual education: Kazakh, Russian, and English. There
are 11300 students of different nationalities studying in ENU. In the
educational process almost all faculties introduce separate training courses of
profile type which are read in English.
Multilingual
education serves the basis of polylingual personality formation, whose level of
development determines the positive personal self-realization of person in the
modern conditions of social relations, its competitiveness and social mobility.
In its
turn, student as a man of education should possess the following characteristics
(I.A.Zimnyaya): not only preserve his/her own dignity but also the dignity of
another person; an adequacy of behavior, a culture of social and professional
interaction; an observance of ethnosociocultural traditions, customs, norms and
etiquette in mono- and intercultural interaction. A willingness of using
general cultural knowledge, an aspiration of a specialist to continue personal
cultural development, value-semantic foundations understanding of the modern
world and his/her country, all these aspects possess a value for a specialist.
[6] These characteristics determine the overall unified socio-professional
competence, they are interconnected and interdependent. A culture of social and
intercultural interaction is of paramount importance since it affects the
success of the activities carried out in an international environment.
Farther,
we would like to focus on the definition of intercultural communicative
competence. Intercultural communicative competence is an ability to reach an
understanding with the representatives of different cultures on the basis of
knowledge, understanding and respect for universal rules and conduct standards
that constitute international communication etiquette even having a mediocre
knowledge of foreign languages. Intercultural communicative competence enables
the individual to enter into a relationship with other cultures - to take into
account their cultural values, to tolerate the various manners of
communication, styles of behavior, lifestyles, customs, traditions, etc.
The
notion "communicative competence" was first introduced by N. Chomsky
[7] for denoting the multicomponent ability of effective communication in
target language. Modern Russian and Western researchers developing the idea of
N. Chomsky distinguish the following components of communicative competence:
linguistic (lexical and grammatical), discursive, sociolinguistic,
sociocultural and strategic components.
Communicative
competence provides an opportunity to realize cross-cultural communication. In
turn, for effective intercultural communication future specialist must have
formed intercultural communicative competence. Accordingly, in order to achieve
mutual understanding with representatives of other cultures student must use in
practice the knowledge of cultural rules and norms determining the success of
intercultural interaction. Hence, intercultural communicative competence in the
process of intercultural dialogue enables a person to select desired language
and speech services in accordance with the social and cultural context, to
create discourses, to use sociolinguistic means, to elect communication
strategy and tactics allowable to achieve these goals that increases the
efficiency of intercultural interaction.
In
addition, all the components of communicative competence are interrelated and
interdependent, for example, without such core competencies as linguistic and
discursive competencies, functions of other competencies - intercultural,
socio-cultural, socio-linguistic and strategic – can not be carried out.
In
conditions of professional activity realization of a specialist in a foreign
language basic communicative competences, such as linguistic and discursive
competences, allow him/her to build his/her statements completely, logically,
coherently, clearly, linguistically correctly and adequately understand the
speech of others. Low formation level of linguistic and discursive competences
negatively affects the quality of the ideas formulation and, as a result, the
quality of work in progress and communication in cross-cultural conditions.
Insufficient formation level of one of the competences can cause a reaction of
rejection and alienation that is not conducive to productive activities
performed by a specialist. Acquaintance with country’s socio-cultural realities
and civilization values raises a level of the specialist’s overall culture, his
polymathy and education and is directly related to his personal competence.
Communicative
competence today obtains increasingly significant character, as it provides a
framework for occupational mobility, familiarizes future specialist with
standards of world achievements, creates conditions for professional
fulfillment based on tolerance and communication.
For the above mentioned reasons, the multilingualism and polylingual education
are the command of time, as the whole world is polytechnic and polylingual.
Students of the Eurasian National University understand and share opinion that
for achievement of a consent and mutual understanding between people, overcoming
of interethnic communication difficulties, cross-cultural communication it is
important to study languages and culture of people. In its turn, it is
intercultural communicative competence that enables a person to select appropriate
language and speech services in accordance with the social and cultural
context, to create discourses, to use sociolinguistic means, to elect
communication strategy and tactics allowable to achieve these goals that
increases the efficiency of intercultural interaction.
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Национального университета им. Аль-Фараби (серия: филологическая). – 2001 - №
16 – С. 19 – 30.
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Сыродеева А.А.
Поликультурное образование: Учебное - методическое пособие. - М.,2001.
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языков».
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для вузов неязыковых специальностей. МГЛУ. 2007.
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