Кафедра прикладної лінгвістики та методики навчання іноземних мов

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https://ir.duan.edu.ua/handle/123456789/44

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Перегляд Кафедра прикладної лінгвістики та методики навчання іноземних мов за Ключові слова "cultural constituents of the secondary language personality"

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    Secondary language personality and principled pragmatism in developing that personality in foreign language education at tertiary linguistic schools
    (Taylor & Francis, 2021-03-17) Тарнопольський, Олег Борисович; Кожушко, Світлана Павлівна; Ключник, Руслан Максимович; Сторожук, Світлана Дмитрівна
    The 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.