Secondary language personality and principled pragmatism in developing that personality in foreign language education at tertiary linguistic schools

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dc.contributor.authorТарнопольський, Олег Борисович
dc.contributor.authorКожушко, Світлана Павлівна
dc.contributor.authorКлючник, Руслан Максимович
dc.contributor.authorСторожук, Світлана Дмитрівна
dc.date.accessioned2021-04-29T07:46:59Z
dc.date.available2021-04-29T07:46:59Z
dc.date.issued2021-03-17
dc.descriptionOleg Tarnopolsky, Svitlana Kozhushko, Ruslan Kliuchnyk & Svitlana Storozhuk | (2021) Secondary language personality and principled pragmatism in developing that personality in foreign language education at tertiary linguistic schools, Cogent Education, 8:1, 1898736, DOI: 10.1080/2331186X.2021.1898736uk_UA
dc.description.abstractThe article deals with the issue of developing the secondary (English-speaking) language personality of English-major Ukrainian university students who have chosen the professions of teachers of English, translators, and interpreters. Only the development of such a personality, consisting of the language, communicative, and cultural constituents, can provide for learners’ achievement of the native-like proficiency in all aspects of communication in English, that proficiency being the goal of learning English for English-major students. The paper analyzes the essence of the notion “secondary language personality,” the constituent parts of that personality, and the components of its leading, cultural, constituent that includes communicative etiquettes and communicative behavioral patterns different for different (national) speech communities. The characteristics of communicative etiquettes and communicative behavioral patterns are also analyzed in relation to the communicative culture of English-speaking nations. The article states that, when teaching English-major students, all the three constituents should be taught integratedly. The principled pragmatism with its ten underlying principles is suggested as the theoretical approach to such teaching and learning, while experiential learning, based on the same ten principles, with its creative experiential learning activities is considered as the practical method of implementing the principled pragmatic theory in pedagogical practice.uk_UA
dc.identifier.issn2331-186X
dc.identifier.urihttp://ir.duan.edu.ua/handle/123456789/3374
dc.language.isoenuk_UA
dc.publisherTaylor & Francisuk_UA
dc.subjectsecondary language personalityuk_UA
dc.subjectlanguageuk_UA
dc.subjectcommunicativeuk_UA
dc.subjectcultural constituents of the secondary language personalityuk_UA
dc.subjectcommunicative etiquettesuk_UA
dc.subjectcommunicative behavioral patternsuk_UA
dc.subjectprincipled pragmatismuk_UA
dc.subjectexperiential learninguk_UA
dc.titleSecondary language personality and principled pragmatism in developing that personality in foreign language education at tertiary linguistic schoolsuk_UA
dc.typeArticleuk_UA

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Oleg Tarnopolsky, Svitlana Kozhushko, Ruslan Kliuchnyk & Svitlana Storozhuk | (2021) Secondary language personality and principled pragmatism in developing that personality in foreign language education at tertiary linguistic schools, Cogent Education, 8:1, 1898736, DOI: 10.1080/2331186X.2021.1898736
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Кафедра прикладної лінгвістики та методики навчання іноземних мов