Педагогические науки/ 5.Современные методы преподавания

Smagulova G.T., Kussainova I.

Buketov Karaganda State University, Republic of Kazakhstan

Creation of linguistic identity by means of

polylingual training

It is humanitarization of education that predominates in formation of personality, and from this point of view the development of personality becomes the main sense of education. In other words, in the course of teaching humanitarian and language disciplines: history, philosophy, languages, literature, culturology etc. one should refer to personal aspect. Generally speaking, the concept of identity or personality is one of the most difficult points in human study. In the European languages the word "personality" goes back to Latin concept “person” that meant the actor's role at theater, the social role and the person as a certain complete being, especially in legal sense. Expression "to lose face" in many languages is known to be the loss of the place and the status in a certain hierarchy. As to oriental languages (Chinese, Japanese) the concept of personality is not just associated with person’s face but with the body in whole. And as well, there is obvious fact in Kazakh: zheke adam or zheke bas (individual, separate, single man), kissi (man), tulga (body, figure – one of the meanings). Psychology defines the personality as the concept consisting of many aspects that characterize the person: emotions, motivation, thoughts, experiences, perception and actions.

While studying humanitarian disciplines, and so both the culture and person in culture, the concept "linguistic identity" is not to be eliminated. The first reference to this notion is connected with the German scientist Y. Veysgerber. G.I. Bogin developed the concept of "linguistic identity", having created the model of lingual personality. According to theory the person is considered from the point of "readiness to make speech acts, to create and accept the speech production". First of all, "linguistic identity" or “lingual personality” is thought to be the person as the native speaker being considered from the ability to speech activity, i.e. the complex of psychophysical properties of individual that allow to produce and perceive speech pieces: any person possesses generic ability to be the lingual personality, but each individual has to turn out further [1]. Extent of development of personal discourse thinking acts as criterion of lingual personality development. Thus, the question is the speech personality. The concept is scientifically used having been introduced by Yu.N. Karaulov who associated personal abilities with the features generated by the text and described the model of lingual personality according to three levels: verbal and semantic, cognitive, pragmatic [2].

The lingual personality being around in culture space that reflected in language, in forms of public consciousness at different levels (scientific, common), in behavioural stereotypes and norms, in subjects of material culture. The defining role in culture belongs to nation values which are the concepts of the meanings.

Education humanitarization encourages formation of students’ linguistic identity on the basis of teaching the humanitarian disciplines such as: history, philosophy, cultural science, native and foreign languages. The person is known to become the person while acquiring language and culture of the people since the childhood. All the aspects of people culture are reflected in its specific and unique language that differently fixes the world and the person in itself [3]. The solution of pedagogical problem to form the linguistic identity of the students in the course of polylingual training should become rather effective if the desire to improve one’s own speech culture to be generated integrally with the developed positive motivation to acquire humanitarian knowledge at the beginning of training.

In our opinion, prerequisites to transit the essence of culture phenomenon, the nature of cultural universal, their content in various cultures, mechanisms of culture reflection in language and speech, psychological features of cross-cultural communication in "vital knowledge" are set up within polylingual training of non-language specialties’ students. The students should be taught to correct and proper acquisition of unfamiliar text, and then to design adequate one’s own text on this basis. In other words, improving abilities of text acquisition we create conditions for formation of text derivation.

Teaching is suggested to classify appropriate work with text material under three stages. First step is to analyze the proper information texts (giving the definitions and descriptions). The texts as a rule suppose the only interpretation, and the use of words is completely defined by dictionary meanings. Thus, the developed language competence of the students being evident as the rational means of comprehension of information text becomes the motivating factor.

Then, there is turn to work with the attitudinal information text. At the beginning the students analyze miniscule texts, such as citations, proverbs, sayings, jokes, rhymes and continue with the examples of publicistic writings.

And, finally, work with the descriptive and attitudinal information text provides the basis for superior quality of good speech that is to form representability. It may be characterized by composing personal statement on the certain subject.

The psychological and pedagogical formation mechanism of linguistic identity or lingual personality by the means of educational cognitive activity is sure to be that the students acquire or reject the meanings passed into personal meanings at comprehension while studying educational texts of different styles in the course of mastering the humanitarian disciplines. There is produced an adequate choice of language means in the course of text material interpretation and further derivation of proper text where the form of the text acts as "a content form" that means realization of practical consciousness.

Examining of linguistic identity of the student and the ways to form it is of huge importance in connection with development of business international contacts within dialogue of cultures, strengthening of integrative processes in the world community [4].

Therefore the training of specialists should be communicative oriented one. The approach for communicative orientation in teaching is connected with development of interactive competence to encourage the informative processes, creative thinking and speech activity of students.

References:

1. Bogin G. I. The model of linguistic identity with its reference to types of texts. - ADD. - Leningrad, 1984.

2. KaraulovYu.N. Russian language and language personality. – M., 1987.

3. Smagulova G.T. Logical and creative tasks as the means of activization of verbal and cogitative activity at foreign language teaching / The proceedings of international research and practice conference in the field of language education (November 15-16, 2007). Karaganda: KarSU edition, 2007. P.2. – P. 121-124.

4. Smagulova G.T., Kauaz N.Zh.The question of formation of polylingual personality’s competences / Novinata za naprednali nauka – 2014: materializa X Mezhdunarodna nauchna praktichna conferenciya (17-25 Mai, 2014). Sofia: "Byal GRAD-BG" OOD, 2014. – T. 15. Pedagogicheski nauki. – S. 25-27.