Thesaurus of the translator's linguistic personality in the aspect of intercultural communication. Individual thesaurus as a system of knowledge: the relationship between the concepts of "individual thesaurus" and "linguistic personality" Thesaurus of linguistic personality
Oleinik Roman Valerievich
assistant, Bashkir State Pedagogical University
them. M. Akmulla, Ufa
Modern linguistics as a whole develops as anthropological, when a person, being the subject of speech, is associated with language processes and is actively involved in the description and study of language mechanisms. “A speaking person” is the most complex phenomenon, because it is in the language and only through the language that the system of his worldview and understanding is reflected.
In the late 80s of the last century, Russian linguistics, largely due to the efforts of Yu.N. Karaulov and his followers, opened a new, pragmatic direction in the analysis of the relationship between man and language. On the banner of pragmalinguistics, the slogan “Behind every text stands a linguistic personality” was inscribed, revealing a wide range of studies of human speech activity, which began in the works of W. Humboldt, neogrammarists, Baudouin de Courtenay and L. V. Shcherba.
The Latin saying “What a man is, such are his speeches” in a simplified form conveys the essence of the relationship between a person and a language. “... not only language comes into direct connection with the components of culture, but also speech molded into genre forms” . On the one hand, personal characteristics find their expression in the corresponding language structures and speech forms that are more or less preferable for this particular person; on the other hand, this relationship is by no means exhausted by the opposition: good man- correct (correct, normative) speech, bad person- incorrect (abnormal) speech.
“The social nature of language, the connection of language with thinking, and communicative purpose as a global function of language indicate its undoubted psychological character, that is, its humanity.”
Thesaurus is a means of systematizing the vocabulary of a particular field, which allows it to be used for automatic information search, automatic indexing or abstracting of texts in the relevant field of knowledge. The experience of building a thesaurus in psychology, jurisprudence, management and many others is known natural sciences. Any thesaurus is called upon "to be a representative of the entire vocabulary, i.e. to contain an adequate reflection of the "linguistic model of the world", to reflect the collective experience of speakers ... of the language, and therefore to be the basis for the language to perform its main function - communicative and serve the purposes of communication and mutual understanding ".
Thesaurus has two inputs: 1) systematic (embodiing the relation concept-sign); 2) alphabetical (ratio sign-concept).
All types of ideographic dictionaries - thematic, analogous and, in fact, ideographic, according to the classification of V.V. Morkovkin, fit the definition of thesaurus. Moreover, there is no fundamental difference between the general language and information-search thesaurus. “Thesaurus is a lexical tool for information retrieval systems. It consists of a controlled but changeable vocabulary of terms, between which semantic relationships are indicated. Such a dictionary is a list of descriptors and non-descriptors (auxiliary terms), which is ordered according to systematic and alphabetical principles and contains indications of the semantic relationships between them - both hierarchical (genus-specific) and non-hierarchical type.
Thesauri explicitly reflect certain ideas about the world. “For example, by introducing into the structure of the thesaurus such traditional headings (taxa) as “animals”, “plants”, “artifacts”, we fix the idea of the separate and independent existence of these three classes of entities” .
The thesaurus of a linguistic personality is understood as one of the three levels of organization of the language ability of a native speaker, that is, one of the levels of language proficiency. This refers to the linguo-cognitive (thesaurus) level, in the center of which appear generalized concepts, ideas and concepts that have a descriptor status. “The stereotypes at this level are stable standard connections between descriptors, which are expressed in generalized statements, definitions, aphorisms, winged expressions, proverbs and sayings…” .
The task of constructing idiomatic thesauri is especially interesting, since idiomatics reveals a number of semantic and structural features (multiple composition, figurativeness, cultural significance, etc.) that should somehow influence the structure of the thesaurus, making it more complex and non-one-dimensional. Neither from the point of view of everyday consciousness, nor from the point of view of scientific knowledge, there is no doubt about the legitimacy of the thesaurus structured into traditional headings (taxa). It is much more difficult to make classification decisions when it comes to non-objective entities such as human emotions, interpersonal relationships, mental categories, etc.
Consistent identification of the meaning of phraseological units puts forward the need to study the paradigmatic series of phraseological units and its expression in the language. The selection of taxa is not accidental, "because it makes it possible, on the one hand, to bring into a certain system a set of units that name certain phenomena of reality, on the other hand, to show the patterns of semantic relations of phraseological units depending on their structure and semantics" . It cannot be said that there are such and such a number of idiomatic taxa in the language. "Language is an open system, and it is hardly possible to achieve such an equilibrium in it."
There are two difficulties in constructing a thesaurus (in our case, we will mainly deal with phraseological units with components expressing human speech in English): 1) The presence of descriptors in an idiom. At first glance, it seems that each PU needs only one (“vertex”) descriptor. Consider a few examples in English and Russian, tobeallmouthandtrousers-"boasting",tochatterlikeamagpie-"chatter", togivetheword-"Promise", towagone’ stongue-"gossip", ring [ring] / ring all the bells, shout at all intersections, breed turuses<на колесах> ,breed antimony. However, what descriptor to attribute, for example, PU in Russian pour from empty to empty and in English noton speaking terms (withsb) ? In the first idiomatic expression, it is equally important that we are talking about "chatter", and what is meant by the situation "idleness", another example speaks of bad relationships between people and their ignorance of each other. Different descriptors are combined into clusters if behind the imaginary ambiguity of the idiom there is some basically unified conceptual structure that relates this idiom to a holistic prototypical representation. For example, the idiom thelastword can mean depending on the situation or "last, decisive word" or "the latest in fashion". 2) The problem of multiple interpretations of thesaurus taxa. Which hypertaxon should, for example, include a terminal "prototypical" taxon « talk"("Chatter") in English, represented by idioms such as talltales, idletalk, empty words,talk(run) nineteentothedozen etc.? AT "astonishment" ("surprise») (when an individual has an increase in the emotional background, in connection with which his speech becomes fluent and less coherent)? Or in "nonsense"nonsense») (when the speech is reckless)? There are many such FEs. In principle, a way out of this situation can be found by constructing complex multidimensional systems of conceptual systems that reflect all possible interpretations. This means that in our example the taxon « talk» must be placed in all of the listed (and possibly in some more not included here) taxa at the same time.
A. I. Alekhina identifies the following minitaxonomic paradigms within the idiomatic thesaurus "Linguistic Personality" (the table, in our opinion, presents the most basic ones):
Table 1.
The most basic minitaxonomic paradigms within the idiomatic thesaurus "Linguistic Personality"
|
PU in Russian |
PU in English |
|
|
Characteristic person: |
Mind chamber, the head [bowler] cooks, the hand does not flinch, the sea is knee-deep, etc. |
big boy(important person)big noise(owner, boss)smallfry(small fry),aballoffire(active man),etc. |
|
Age Human: |
The nose has not matured, yellow-mouthed chick, young - green,<и>did not sniff (- a, - and), etc. |
To be long in the toothbe old), the evening of life (sunsetdays), stricken in years (aged), the awkward age (transitional age), etc. |
|
Properties and qualities of a person's character: |
The soul is wide open, with an open mind, go / go the straight road [straight path], do not<из>cowardly [timid] ten, etc. |
Soft in the headsilly), a long head (shrewd), (as) sharp as a needle (resourceful), a bird/pea – brain (chicken brains), etc. |
|
Mental state of a person: |
He is not his own (not his own), cats scratch in the soul [on the heart], hang / hang the head (head), hang / hang the nose<на квинту>etc. |
To take offence(take offense), (as) black as sin (darker clouds), to have kittens (get nervous), like a dog with two tails (glad – radeshenek), etc. |
Thus, certain phrase-forming groups of vocabulary are singled out, which have differences both in their semantic form and in their place in the structure of the language, as well as in the nature of their functioning. "Such thematic groups (taxons) will be a system of units united by a common semantic feature ... and can be a method of analysis in phraseological studies as a means of revealing not only a separate phraseological unit, but also a whole group against the background of hypo-hyperonymic connections" .
Idiomatic taxa were formed as a result of the mutual systemic nature of lexical and phraseological compounds that arose, function and develop as a whole, despite their autonomy and the obvious originality of each separately. "An important step towards the creation of a unified lexico-phraseological system of the language is the in-depth development of possible (in various aspects) classifications of phraseological units systematizations (a lot has already been done in the lexicon in this direction)" .
It should be noted that the possibility of identifying a system in vocabulary and phraseology has been and is denied by many linguists. Thus, V. M. Nikitin speaks of "the non-systemic nature of phraseological units and their non-systemic entry into the structure of the language." “Phraseologisms are not an organic part of the language system, but secondary material of an additional nature,” he writes. And further: “Phraseological units do not create and do not hold together the structure of the language, but are generated by it. Phraseologism in the language system is a side material that dissolves in the system. Phraseologisms do not create either a level or a tier in the language.
Nevertheless, despite the "pessimism" of some linguists regarding the possibility of creating phraseological taxa and the extraordinary complexity and diversity of linguistic realities, the phraseology of Russian and English is already quite systemic. The lexical system of a language and phraseology, in particular, provide a person with the widest opportunities for revealing linguistic individuality.
Bibliography:
1. Alekhina A. I. Idioms of modern of English language. - Mn.: Vysh. school, 1982. - 279 p.
2. Gavrin S. G. Phraseology of the modern Russian language. - Perm, 1974.
3. Dobrovolsky D. O., Karaulov Yu. N. Idiomatics in the thesaurus of a linguistic personality // Problems of Linguistics. 1993. No. 2.
4. Karaulov Yu. N. Russian language and linguistic personality. Moscow: Nauka, 1987.
5. Karaulov Yu. N. Linguistic design and the thesaurus of the literary language. Moscow: Nauka, 1981.
6. Koltunova M. V. Conventions as a pragmatic factor in dialogic communication // Problems of Linguistics. 2004. No. 6.
7. Nikitin V. M. The problem of classification of phraseological units and their relative stability and variation // Problems of stability and variance of phraseological units. - Tula, 1968.
8. Shakhovsky V. I. Linguistic personality in an emotional communicative situation // Philological Sciences. 1998. No. 2.
1Ptitsyna I.F.
This article discusses a model of a secondary linguistic personality based on a linguistic personality in the context of a three-phase model of speech activity. The pedagogical model for its formation of students of economic profile is presented.
The result of any language education should be a formed linguistic personality, and the result of education in the field foreign languages- secondary linguistic personality as an indicator of a person's ability to fully participate in intercultural communication [Galskova, 2004, p.65].
We adhere to the secondary linguistic personality model developed by I.I. Khaleeva. In summary form secondary(based on foreign language acquisition) language personality defined as “A person's ability to communicate at an intercultural level. This ability is made up of mastering the verbal-semantic code of the language being studied, that is, the "linguistic picture of the world" of the native speakers of this language (the formation of secondary linguistic consciousness) and the "global (conceptual) picture of the world" [ibid, p.68].
This model is based on the one developed by Yu.N. guard concept language personality. The main parameters of the characteristic and the integral structure of the linguistic personality are presented by Yu.N. Karaulov in the monograph "The Russian language and linguistic personality" [Karaulov, 1987]. Under linguistic personality is understood as "a set of human abilities and characteristics that determine the creation and perception of speech works (texts), which differ in the degree of structural and linguistic complexity, depth and accuracy of reflection of reality, a certain target orientation" [Karaulov, 1987, p.104].
Yu.N. Karaulov allocates three levels in the structural model of a linguistic personality:
The first level is verbal-semantic, the units of which are individual words as units of a verbally associative network. Students master the structural and systemic connections of the language being studied ... in the parameters of the system-forming function of the language, aimed at solving communicative problems;
The second level is linguocognitive (thesaurus), the units of which are notions, ideas, concepts that each linguistic personality develops into a more or less ordered picture of the world, reflecting a hierarchy of values. Stereotypes at this level correspond to stable standard connections between descriptors, which find their expression in generalized statements, definitions, winged expressions, etc., from the whole variety of which the linguistic personality chooses exactly those that correspond to the connections between concepts in its thesaurus;
The third level is motivational (pragmatic) level, units of which are focused on pragmatics and manifest themselves, according to Yu.N. Karaulov, "in the communicative and activity needs of the individual" [Karaulov, 1987, p.53].
Following S.M. Andreeva (2003), S.B. Mordas (2003), we come to the conclusion that the three-level representation of Yu.N. Karaulov's linguistic personality model correlates with the three-level process of speech activity. Outlining the verbal-semantic, thesaurus and motivational levels of a linguistic personality, the author puts them in parallel with the identified stages of the three-phase model of speech activity: inciting, forming and realizing.
concept speech activity is interpreted by us in the context of the theory of A. N. Leontiev. “Speech activity is an active, purposeful, motivated, substantive (meaningful) process of issuing and (or) receiving thought (expression of will, expression of feelings) formed and formulated through the language, aimed at satisfying the communicative and cognitive needs of a person in the process of communication” [Zimnyaya, 2001, S.51].
The essential features of the activity are: a) purposefulness, the presence of a certain motive and purpose in this activity; b) structure defined internal organization activity common to all its types [Leontiev, 1965, p.11].
Every activity is defined three-phase . This structure includes incentive-motivational, orienting-research (analytical-synthetic) and executive phases.
1) the stage of semantic (semantic) deployment- the stage of planning, choosing a topic, determining the sequence of semantic blocks, etc. - incentive-motivational phase of speech activity. The source of speech activity in all its types is a communicative-cognitive need. This need becomes an internal communicative-cognitive motive for this activity. Thus, the motivational-incentive phase of activity, its motive, thus enters into the internal structure of activity, defining and directing it.
2) the stage of lexical and grammatical deployment- the stage of transition from the program to the grammatical organization of the utterance and the lexical filling of syntactic structures in accordance with the semantic concept of the utterance - exploratory phase. The analytical-synthetic phase of activity involves the choice and organization of means and methods for carrying out activities. And in particular, it can be assumed that at this phase of speech activity, the selection of means and methods for the formation and formulation of one's own or someone else's (given from the outside) thoughts in the process of speech communication is realized. This is the phase of planning, programming and internal language organization of speech activity using its means and methods.
3) the stage of sound deployment and implementation - the executive, implementing phase. In parallel with the implementation of the program, there is a motor programming of the statement, followed by its implementation [Zimnyaya, 2001, p.57-59].
Thus, "a speech action involves setting a goal, planning and implementing a plan, ... is determined by the general structure of the activity and the place that it occupies in the activity in general and in relation to other speech actions - in particular" [Leontiev, 1974, p. 26].
Within the concept of A.A. Leontiev, “the main issue for teaching a foreign language is... the nature and method of presenting speech models... For this purpose, it is necessary to have a developed model of “spontaneous” speech activity” [Leontiev, 2003, C.148 ].
The description of the model of the secondary linguistic personality is carried out, according to I.I. Khaleeva, taking into account the processes that occur in a person in the course of mastering her non-native language. Since languages differ from each other in their verbal-semantic "network", it is quite right that the author divides the first level of linguistic personality into two thesaurus spheres: thesaurus I and thesaurus II (formation of secondary cognitive consciousness).
ThesaurusI goes back to the associative-verbal network of the language and forms a "linguistic picture of the world", while thesaurusII forms a "conceptual, or global, picture of the world." The two spheres identified by the author are interconnected and at the same time autonomous from each other. The relationship is manifested in the fact that thesaurus I is formed under the influence of thesaurus II. carriers different languages differ in their thesaurus I, but the differences in thesaurus II cannot be discounted. Formation of thesaurus II is a difficult task, since in this case we are talking about the development of skills to recognize the motives and attitudes of a person belonging to a different community, where a different system of values, norms and assessments operates [Galskova, 2004, p.69].
According to I.I. Khaleeva, to master the amount of knowledge about the picture of the world means to reach the cognitive (thesaurus) level of a linguistic personality. When preparing an active participant in intercultural communication, it is important to teach the bearer of the image of the world of one socio-cultural community to understand the bearer of a different linguistic image of the world. To understand a phrase or text means passing it through your thesaurus, correlating it with your knowledge and finding a place corresponding to its content in the picture of the world.
Obviously, this model, based on the one developed by Yu.N. Karaulov's concept of a linguistic personality is more adequate to intercultural communication, a person's ability to communicate at an intercultural level.
Implementation of the Pedagogical Model of the Formation of a Secondary Linguistic Personality (on the Example of Teaching the Japanese Language and Culture)
Stage 1 - Incentive-motivational
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Formation of knowledge about the language system and the ability to use them to achieve spelling, punctuation and speech literacy |
|
|
Setting for the perception and understanding of differences in languages, cultures |
|
|
Personality level (according to Yu.N. Karaulov) |
The verbal-semantic level of a person is a prerequisite for the formation of language competence. |
|
Formation of Thesaurus I Thesaurus I goes back to the associative-verbal network of the language and forms a "linguistic picture of the world". |
|
|
Lexical units, grammatical structures + sociocultural knowledge (background information about Japan) |
|
|
Learning activities |
|
|
Contrastive-linguistic analysis (public holidays, festivals, rituals in Japan, their comparison with holidays in Yakutia (Ysyakh), Russia, USA (Great Britain) |
Stage 2 - Approximate research
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The transition to the grammatical organization of the utterance and the lexical filling of syntactic structures in accordance with the semantic concept of the utterance; |
|
|
Formation of skills for analyzing differences in languages and cultures |
|
|
Personality level (according to Yu.N. Karaulov) |
The thesaurus level reflects a picture of the world, meanings and spiritual values for a person, determined by national and cultural traditions and the ideology prevailing in society. |
|
The level of secondary language personality (according to I.I. Khaleeva) |
Formation of Thesaurus II (formation of secondary cognitive consciousness). Thesaurus II forms a "conceptual, or global, picture of the world." |
|
Educational material |
Authentic texts in Japanese, giving information about the culture, traditions, holidays of the Japanese) |
|
Learning activities |
|
|
Benchmarking Level |
Comparative cultural analysis of small forms of folklore (proverbs and sayings in the Yakut, Russian, English and Japanese languages) |
Stage 3 - executive / implementing
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Development of speech skills (creative synthesis of skills) |
|
|
Creative synthesis of skills in intercultural competence, manifested in situations of intercultural communication |
|
|
Personality level (according to Yu.N. Karaulov) |
The pragmatic level includes stable communicative needs and communicative features generated by goals and motives. |
|
Educational material |
|
|
Learning activities |
creative exercises Application role playing |
|
Level of Analysis |
Implementation of the skills of cultural and comparative linguistic analysis in situations of intercultural communication |
In other words, the acceptance of the concept of a secondary linguistic personality as a methodological one means that in modern process teaching foreign languages, a special emphasis is placed on the comparison of different conceptual systems in the context of world and national cultures, rather than different linguistic phenomena. Comparison presupposes the students' awareness of their own universal essence as a cultural and historical subject.
Thus, at present, most specialists in the field of teaching foreign languages believe that one of the important tasks in teaching is the formation of a secondary linguistic personality capable of successfully implementing social interaction with carriers of a different culture.
BIBLIOGRAPHY:
- Andreeva S.M. Formation communicative culture"Secondary linguistic personality" of foreign students-philologists in the process of teaching the Russian language (preparatory faculty): Diss. ... cand. ped. Sciences. - Belgorod, 2003.
- Galskova N.D., Gez N.I. Theory of teaching foreign languages: Linguodidactics and methodology: Proc. allowance for students. Lingu. Un-tov and facts. In.language.of.higher.ped.educational.education. - M.: Publishing Center "Academy", 2004. - 336 p.
- Zimnyaya I.A. Linguistic psychology of speech activity. - M.: Moscow Psychological and Social Institute, Voronezh: NPO "MODEK", 2001. - 432 p.
- Karaulov Yu.N. Russian language and linguistic personality. - M.: Nauka, 1987. - 261 p.
- Leontiev A.A. The word in speech activity. - M.: Nauka, 1965. - 245 p.
- Leontiev A.A. Language, speech, speech activity. - M.: Editorial URSS, 2003. - 216 p.
- Leontiev A.A. Fundamentals of the theory of speech activity. - M.: Nauka, 1974. - 368s.
- Leontiev A.A. Language and speech activity in general educational psychology. - M.: Publishing House of the Moscow Psychological and Social Institute; Voronezh: Publishing House of NPO "MODEK", 2003. - 536p.
- Ter-Minasova S.G. Language and intercultural communication: (Textbook).
Bibliographic link
Ptitsyna I.F. ON THE QUESTION OF THE FORMATION OF A SECONDARY LANGUAGE PERSONALITY (BY THE MATERIAL OF TEACHING THE JAPANESE LANGUAGE AND CULTURE) // Contemporary Issues science and education. - 2007. - No. 3.;URL: http://science-education.ru/ru/article/view?id=384 (date of access: 10.12.2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"
Language personality
there is a personality expressed in language (texts) and through language, a personality reconstructed in its main features on the basis of linguistic means. In linguistics Ya. l. is a concept related to the study language picture of the world(YKM), which is the result of the interaction of a person's value system with his life goals, behavioral motives, attitudes and is manifested in the texts created by this person. A complete description of a linguistic personality for the purpose of its analysis or synthesis, according to Yu.N. Karaulova, suggests: a) a characterization of the semantic-structural level of its organization (that is, either an exhaustive description of it, or a differential one, fixing only individual differences and carried out against the background of an average representation of a given language system); b) reconstruction of the language model of the world, or the thesaurus of a given person (on the basis of texts produced by him or on the basis of special testing); c) identification of its vital or situational dominants, attitudes, motives, which are reflected in the processes of generating texts and their content, as well as in the peculiarities of the perception of other people's texts. I. l. - a multi-level concept, characterized by the inconsistency of the ratio of stable and changeable elements, the stability of motivational predispositions and the ability to be subjected to external influences and self-influence - inconsistency that manifests itself at every level of I. l .: semantic, cognitive and motivational. A stable, timeless, invariant part in the structure of Ya. l. correlates at the semantic level with the general Russian language type and a stable part of verbal-semantic associations, at the linguo-cognitive level - with the basic, invariant part of the ICM, at the motivational level - with stable communicative needs and communicative features, or readiness, informing about internal attitudes, goals and personal motives. T. n. timeless part in the structure of I. l. is such only on the scale of the personality itself, in relation to its temporary changes, turning out to be the product of a rather long historical development. Temporary, changeable, statistically variable parts of the structure Ya. l. are based on system-structural data on the state of the language in the corresponding period, on the social and sociolinguistic characteristics of the linguistic community, as well as psychological information that determines those value-setting criteria that create a unique, inimitable aesthetic and emotional-rhetorical flavor of its discourse (or its speech, all texts, its "language").
Connection and interaction of levels in the structure of Ya. l. is carried out on the basis of extralinguistic information: it is easy to move from the verbal-semantic level to the linguistic-cognitive one and reconstruct the thesaurus of personality. To move to the motivational-pragmatic level, additional information is needed about the social functioning of Ya. l., her conscious roles. Since the personality is not only social, but also individual, the transition to its pragmatic level requires a psychological component, namely, an emotional component that characterizes its specificity in the communicative and activity sphere.
Lit.: Dridze T.M. Interpretive characteristics and classification of texts (taking into account the specifics of interpretative shifts // Semantic perception of a speech message. - M., 1976; Zimnyaya I.A. Psychological scheme of semantic perception // Semantic perception of a speech message. - M., 1976; Bogin G.I. The model of linguistic personality in its relation to the varieties of texts. Abstract dis.… Dr. Philol. Sciences. - L., 1984. Research of speech thinking in psycholinguistics. - M., 1985; Karaulov Yu.N. Russian language and linguistic personality. - M., 1987; His own: Metatextual elements as a means of explication of a linguistic personality (on the example of the scientific works of V.V. Vinogradov) // Postgraduate student collection of the National State Pedagogical University - 2001. Part 6. - Novosibirsk, 2001; Vinokur T.G. To characterize the speaker. Intention and reaction // Language and personality. - M., 1989; Fedorchenko I.A. Metaphorical and metatextual constants of the linguistic personality of academician V.V. Vinogradov. Abstract dis.… cand. philol. Sciences. - Barnaul, 2002.
M.P. Kotyurova
Stylistic encyclopedic Dictionary Russian language. - M:. "Flint", "Science". Edited by M.N. Kozhina. 2003 .
See what "Language Personality" is in other dictionaries:
LANGUAGE PERSONALITY- LANGUAGE PERSONALITY. Any native speaker of a particular language, characterized on the basis of an analysis of the texts produced by him in terms of using the means of this language to reflect the surrounding reality (picture of the world). The term I. l. ... ...
Language personality- the subject of communication, a person who creates a linguistic text, comprehends it, uses it in oral or written form. This is a person who has a certain influence on other people through language: this is a person who speaks, eloquent, writes, ... ... Fundamentals of spiritual culture (encyclopedic dictionary of a teacher)
language personality- The concept of a linguistic personality in Russian linguistics was once developed by Acad. V.V. Vinogradov. Then it was reflected in the most detail by Yu.N. Karaulov. (See: Karaulov Yu.N. Russian language and linguistic personality. / Editor-in-chief member ... ... Dictionary of linguistic terms T.V. Foal
Language personality- (eng. linguistic personality) a cognitively communicative invariant, a generalized image of a bearer of cultural, linguistic and communicative activity values, knowledge, attitudes and forms of behavior. Prerequisites for the concept of I. l. laid down by the ideas of L. ... ...
language personality- and. I. Any native speaker of a particular language, characterized on the basis of an analysis of the texts produced by him in terms of using the system tools of this language in them to reflect his vision of the surrounding reality (picture of the world) and ... ... Educational dictionary of stylistic terms
SECONDARY LANGUAGE PERSONALITY- SECONDARY LANGUAGE PERSONALITY. A person attached to the culture of the people whose language is being studied. The term was introduced into scientific circulation by Yu. N. Karaulov (1989) and goes back to the concept of a linguistic personality (that is, a native speaker), first used by V. V. ... ... New dictionary methodological terms and concepts (theory and practice of teaching languages)
- - see Linguistic personality ... Stylistic encyclopedic dictionary of the Russian language
LANGUAGE ENVIRONMENT- LANGUAGE ENVIRONMENT. Historically formed association of people based on common language and cultures living in a particular area. From a linguodidactic point of view, one can speak of Ya. as an environment in which language learning takes place. A new dictionary of methodological terms and concepts (theory and practice of teaching languages)
Internet: linguistic specificity of communication- Today, in fact, a new form of linguistic interaction has arisen - written colloquial speech. Rus. language exists on the Internet in the main. in written form, but in the conditions of interactive network communication, the rate of speech is close to its oral ... ... Psychology of communication. encyclopedic Dictionary
LINGUISTIC FOUNDATIONS OF THE METHOD- abbreviation, paragraph, automatic text processing, automatic translation, autonomous speech, speech adaptation, text adaptation, addresser, addressee, alphabet, speech act, active grammar, active vocabulary, active speech, active possession ... ... A new dictionary of methodological terms and concepts (theory and practice of teaching languages)
Books
- linguistic personality. Modeling, typology, portraiture. Siberian linguopersonology. Part 1 , . The main attention in the monograph is paid to the study of the phenomenon of linguistic personality in the mental and psychological aspect. The book presents the results of research by Siberian linguopersonologists in…
CHAPTER 1. LANGUAGE PERSONALITY AND INTERTEXTUAL
THESAURUS IN THE MODERN SCIENTIFIC CONTEXT.
1.1. Linguistic personality as an object of study
1.1.1. Cognitive structures of the linguistic personality and the precedent phenomenon.211.1.2. Precedent phenomenon and stereotype.
1.1.3. Competence. Pragmatic component in the structure of linguistic personality.
1.2. Intertextual thesaurus and intertextual competence.
1.2.1. On the definition of the term intertextual thesaurus. Intertextual Thesaurus and Speech Culture of a Linguistic Personality
1.2.2. Intertextual thesaurus and intertextual competence of a native speaker.
1.2.3. The structure of the intertextual thesaurus.
CONCLUSIONS TO CHAPTER 1.
CHAPTER 2. RECONSTRUCTION OF THE INTERTEXTUAL THESAURUS OF THE MEDIA LITERARY TYPE OF SPEECH CULTURE.
2.1. The composition of the IT thesaurus and the features of the functioning of citations in media texts.
2.1.1. Classification of intertextual signs according to the source text.
2.1.2. Features of the functioning of intertextual signs.
2.2. The composition of the IT thesaurus and the features of the functioning of citations in the texts of KVN.
2.2.1. Classification of intertextual signs according to the source text
2.2.2. Features of the functioning of intertextual signs.
CONCLUSIONS TO CHAPTER 2.
CHAPTER 3. RECONSTRUCTION OF THE INTERTEXTUAL THESAURUS OF THE MEDIA OF THE ELITE TYPE OF SPEECH CULTURE.
3.1. Classification of intertextual signs according to the source text.
3.2. Features of the functioning of intertextual signs in the game discourse.
CONCLUSIONS TO CHAPTER 3.
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