Volume 02 Issue 11-2022
96
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
11
Pages:
96-100
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
At present, in modern linguistics and linguodidactics, more and more attention is paid to the problem of educating a
linguistic personality in the process of teaching a foreign language. The problems of the formation of a linguistic
personality are being developed in a number of linguoculturological and linguodidactic studies.
KEYWORDS
Linguistic personality, intercultural communication, semiotics, types of competencies, secondary linguistic
personality.
INTRODUCTION
Currently, interest in the personal aspect of language
learning has increased significantly due to the trend of
humanitarization of science in all disciplines related to
language in one way or another
—
not only in
linguistics,
but
also
in
psycholinguistics,
sociolinguistics, as well as in linguodidactics. At the
moment, due to the change in the paradigm and
ideology of linguistic research, the phenomenon of
"linguistic personality" has become the object of
attention of linguodidactics and methods of teaching
foreign languages. "The result of any language
education should be a formed language personality,
and the result of education in the field of foreign
languages should be a secondary language personality
Research Article
FORMATION OF COMMUNICATIVE AND LINGUISTIC COMPETENCIES OF
STUDENTS BY MEANS OF MODERN PHILOLOGICAL EDUCATION
Submission Date:
November 05, 2022,
Accepted Date:
November 15, 2022,
Published Date:
November 29, 2022
Crossref doi:
https://doi.org/10.37547/ijp/Volume02Issue11-17
Abdullayeva Gulchehra Merjalilovna
Senior Lecturer Of The Russian Language Department Tashkent International University Of Kimе
, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 02 Issue 11-2022
97
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
11
Pages:
96-100
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
as an indicator of a person's ability to fully participate
in intercultural communication" [4].
The term "linguistic personality" is based on the
concept of a person as a subject of his conscious
activity, which is determined by the system of social
relations and culture. The intellectual characteristics of
a person are brought to the fore, and intelligence is
most intensively manifested in language and is
explored through language.
One of the first definitions of the term "linguistic
personality" is given by G.I. Bogin in his work "Modern
linguodidactics".
"The
central
concept
of
linguodidactics is a linguistic personality
–
a person
viewed from the point of view of his willingness to
perform speech actions. The linguistic personality is
the one who appropriates the language, that is, the
one for whom language is speech. The linguistic
personality is characterized not so much by what it
knows about the language, but by what it can do with
the language" [2].
The components of the formation of a linguistic
personality are the development of the following
competencies:
•
Linguistic competence - theoretical knowledge of
the language;
•
Language competence - practical language
proficiency;
•
Communicative competence - the use of language
in accordance with the communication situation,
the skills of correct speech behavior;
•
Cultural competence - entering the culture of the
language being studied, overcoming the cultural
barrier in communication.
A linguistic personality exists in the space of culture
reflected in language, in forms of social consciousness
at different levels (scientific, everyday), in behavioral
stereotypes and norms, in objects of material culture.
A linguistic personality is formed in the process of
socialization of an individual, which in turn involves
three aspects:
1. The process of including a person in certain social
relations, as a result of which a linguistic personality
turns out to be a kind of realization of cultural and
historical knowledge of the whole society;
2. Active speech-thinking activity according to the
norms and standards set by a particular ethno-
linguistic culture;
3. The process of assimilation of the laws of social
psychology of the people [5]. The emergence of the
concept of "secondary linguistic personality" is directly
related to the development of the concept of linguistic
personality. Currently, the formation of a secondary
linguistic personality is the goal of teaching the Russian
language, as well as a criterion for its effectiveness. The
process of forming a secondary linguistic personality
takes place on the basis of the native picture of the
world and the influence of the primary linguistic
personality formed by the native language of a person.
The process of forming a secondary linguistic
personality consists of a conscious structuring of
verbal-semantic, cognitive and motivational levels,
which have typical elements in their composition that
contribute to the formation of individual and collective
characteristics of a secondary linguistic personality.
Thus, a person who has mastered the verbal-semantic
code of another language, that is, a linguistic picture of
the world of native speakers, and a conceptual picture
of the world that allows a person to understand a new
social reality for him, is already considered a secondary
linguistic personality. The development of secondary
linguistic personality traits that make it capable of
Volume 02 Issue 11-2022
98
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
11
Pages:
96-100
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
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being an effective participant in intercultural
communication is the goal of teaching a foreign
language. [1]
Phraseological units, proverbs and sayings in the most
vivid figurative form express the spirit of the people,
their mentality, consolidate the cultural and historical
experience of cognition of the world in the form of
figurative stable turns evaluating phenomena and
objects, actions and their states. Thus, at present, most
specialists in the field of teaching Russian believe that
one of the important tasks in teaching is the formation
of a secondary linguistic personality as the ability to
successfully carry out social interaction with speakers
of another culture.
The study of the Russian language provides great
opportunities
for
the
linguistic
and
mental
development of students, which enriches them with
knowledge of the basic laws and rules of the language
system, morphological and syntactic means of
expressing thoughts, promotes the development of
logical thinking of students, is the basis for the
formation of practical speech and spelling skills. As you
know, language learning is synthesized with the study
of culture, which is traditionally possible to
comprehend through direct communication with
native speakers, through reading fiction and
journalistic literature. Therefore, when learning a
foreign language, along with literary texts, texts from
newspapers and magazines are used. In addition to the
fact that they contribute to the development of
students' speech competence, it also gives an
opportunity to analyze situations described in the
media in their native and foreign languages [1]. It is the
improvement of linguistic knowledge in Russian that
leads to the understanding and adequate response of
foreign speech, as well as successful intercultural
communication.
Linguistic competence is a part of a more general
communicative competence, assuming the presence
of developed communication skills and the underlying
ability to use language for communication purposes.
The structure of communicative competence consists
of a number of narrower components:
1. Linguistic competence (otherwise
–
linguistic)
–
awareness of the language system, its structure and
functioning, knowledge of basic concepts of
linguistics, as well as grammatical categories and
vocabulary.
2. Speech competence is associated with the ability to
apply linguistic knowledge in the process of speech
activity in the perception, analysis and creation of
speech utterances. It assumes knowledge of the basics
of stylistics, awareness of the structure of the text, as
well as possession of editing skills.
3. Speech competence is associated with the presence
of basic concepts from the field of language theory and
the history of linguistic teachings.
4. The actual communicative component involves the
ability to communicate in a language in various
situations and areas of interaction. [7]
The linguistic personality of a philologist as a specialist
in linguistics is based on the possession of all aspects
of communicative competence, including its linguistic
level. At the same time, the knowledge of the
philologist-specialist about the structure and laws of
the functioning of the language is in-depth and
theoretical, based on information from the history of
its development. Another important aspect is the high
level of speech culture, knowledge of the literary norm,
as well as the formation of basic communicative
qualities that make statements relevant and logical,
giving speech accuracy and diversity.
Volume 02 Issue 11-2022
99
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
11
Pages:
96-100
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
In addition to special theoretical and practical
disciplines, such branches of knowledge as semiotics
and the theory of communications are the source of
the formation of a philologist's personality. Semiotics
focuses on the study of sign systems, among which
language occupies one of the main places, since it is the
primary sign system. Many of the laws discovered by
semiotics apply to natural languages as well.
For example, in linguistics, the idea of the dual nature
of a linguistic sign
–
phonetic-graphic and meaningful,
as well as the basic property of linguistic units
associated with the discrepancy between the plan of
expression and the plan of content (asymmetric
dualism of a linguistic sign) has been firmly established.
Some mechanisms of the formation of the meaning of
language signs are also revealed through semiotics.
The comparison of natural languages with other
semiotic systems enriches linguistics with knowledge
about the specific properties of linguistic signs.
Mastering semiotic concepts is necessary for the
formation of linguistic competencies of a philologist,
since it equips a specialist with the necessary
terminology, gives an idea of the system-sign structure
of the language and the properties of the language
sign due to this. [7]
Communication theory considers language and speech
from the point of view of information exchange
processes, interaction in different communication
situations, including between a person and a machine.
The theory of communication is the basis for modern
ideas about communication and speech activity. A
philologist should perceive any utterance as a code
–
a
set of symbols (signs) used to transmit information.
The language code of a message is a complex concept
that includes both linguistic and non-linguistic
components, as well as stylistic and national-cultural
features. This helps the philologist to understand how
information is transmitted, what factors influence the
success of messaging, as well as to edit messages to
improve communication results.[3]
In the most general view, a linguistic personality is an
individual considered in terms of his speech skills, as
well as the level of language proficiency and
communication culture. The basic trait underlying a
developed linguistic personality is the ability to
successfully communicate in various fields. The
structure of the linguistic personality includes a
number of levels:
1. The level of natural language proficiency, otherwise
called verbal-semantic. It assumes knowledge of
vocabulary and grammar, the ability to perceive and
understand speech (spoken and written), as well as
produce their own speech works.
2. The level associated with the possession of a system
of concepts, concepts that make up the basic linguistic
picture of the world.
3. The level of speech pragmatics, including
communicative goals, speech attitudes and intentions
of the individual. A linguistic personality develops and
develops as a result of the formation of linguistic and
other general cultural competencies, which are
systems of theoretical and practical knowledge and
methods of action.
Thus, the linguistic personality of a philologist is
formed not only under the influence of studying special
disciplines,
but
also
through
semiotics
and
communication theory. [6]
The purpose of the business communication training
cycles is to acquire two
–
way communication skills
necessary to identify common interests and achieve
mutual understanding based on knowledge and full
awareness. Inability to communicate and lack of
Volume 02 Issue 11-2022
100
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
11
Pages:
96-100
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
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communication give rise to misunderstandings
between business partners. Without these skills and
skills of specialists, no enterprise, company or any
other organization will be able to successfully operate,
cooperate with the public, with its employees, partners
and consumers. Success is determined by mutual
understanding and the ability to interact through
communication.
REFERENCES
1.
Aminova K. S. Formation of a linguistic personality
in the conditions of intercultural communication//
Chelyabinsk: Two Komsomolets, 2013. - pp. 79-81.
2.
Bogin G.I. Modern linguodidactics. Kalinin: Kalinin.
State University, 1980.
–
61 p.
3.
Vorkachev S.G. Linguoculturology, linguistic
personality concept: the formation of an
anthropocentric
paradigm
in
linguistics.
Philological sciences. 2001 p. 64-72.
4.
Galskova, N.D. Theory of teaching foreign
languages
–
M.: Publishing Center "Academy",
2007.
5.
Zheglova O. A. Formation of the linguistic
personality of university students in the conditions
of humanitarization of higher education // Young
scientist. - 2011.
—
No.6. Vol.2.
—
pp. 148-150.
6.
Khaleeva I. I. Secondary linguistic personality as a
recipient of a foreign language text//Language
system.Language-text.Language-ability.M., 1995.
p. 286.
7.
Shashlova G.S.
Theoretical,
cognitive
and
methodological aspects of the problem of
secondary
linguistic
personality./We'll
lie.humanit.akad. M., 2006.
