Problems of the formation of linguistic personality of students in educational process

When they talk about speech activity as creativity and about a person as the creator of the language, they mean, first of all, a person’s ability to generate a complete original statement from standard combat elements each time. Therefore, to talk about human speech activity as creativity and about language as the source of this creativity - it means to keep in mind all types of transformations: lexical-semantic-grammatical, cognitive and intentional - corresponding to the three levels of organization of a professional linguistic personality, respectively.

The formation of a professional thesaurus as a component of speech is a difficult task, since in this case it means the development of the skills to recognize the motives and attitudes of the individual, with the proper professional community. When preparing an active participant in professional communication who speaks a professional language as a means of professional communication, it is important to teach the carrier of the image of the world of the professional community to understand (comprehend) the carrier of the professional linguistic image of the world. Using the concept of a professional linguistic picture of the world and a professional personality thesaurus as a way of organization professional knowledge allows us to assert that you can understand any phrase or text only by passing it through your professional thesaurus, correlating it with your professional knowledge and finding a place corresponding to its content in a professional picture of the world. At the same time, the process of teaching a professional language takes place as its qualitative characteristics change through all levels of the structure of a linguistic professional personality, filling at each level with its own content and developing in conjunction with goals specified for specific learning conditions.

Actions of students in the educational, professional and professional situations enrich the experience, becoming the basis for a more efficient formation of foreign language communicative competence of students.1

The interconnected communicative, sociocultural, professional and cognitive development of students, being a means and result of the formation of a professional linguistic personality is designed to help them:

• a.    firstly, to understand and master the professional way of life;

• b.    secondly, to use the language in all its manifestations in authentic situations of professional communication (processes of forming skills and abilities);

• c.    thirdly, to expand the “individual picture of the world” by introducing the speakers of the studied professional language to the “professional linguistic picture of the world”;

• d.    fourthly, to form his own speech style of behavior, which will demonstrate the uniqueness of his linguistic personality and will allow him to take a worthy place among professionals in a particular field.

Cognition, skills and abilities, development and self-improvement are links in one chain associated with the formation of the personality as a subject of society. At the same time, the cognitive aspects of personality functioning and human intelligence are manifested primarily in language. A linguistic personality is made up of a person’s ability to carry out various types of speech-thinking activity and use various kinds of communicative roles in the conditions of social interaction of people with each other and the world around them.

Consequently, a professional linguistic personality is a category that has an outlet for such qualities of an individual’s personality as creativity, independence, the ability to build interaction and mutual understanding with partners in professional communication (professional interaction).

A professional linguistic personality is an ideal construct, the achievement of which in the conditions of a university is hardly possible in full, just as it is impossible to achieve “full command” of the language, including the native one. In connection with the latter, AA Leontev wrote: “There is no upper limit to the level of proficiency in the native language; or rather, this border lies outside the limits of our pedagogical capabilities, somewhere in the field of individual stylistics of artistic or oratory speech.” However, despite this, the adoption of a professional linguistic personality as an initial concept and its structural organization make it possible to raise the question of the levels of proficiency in a professional language achieved by a person in certain conditions of the social context of life.

The model of a professional linguistic personality allows us to reveal the nature of the conditions for the realization of personal developmental possibilities of the process of teaching a professional language and, therefore, to get a complete picture of the mechanisms of students’ mastering of a professional language in an educational setting. It is known that personality, with all the differences in science.

Consequently, if we are talking about the personality developmental possibilities of the process of teaching a professional language, then we mean the development of the personality as a whole, both its non-cognitive aspects (emotional characteristics, will, etc.) and intellectual (cognitive), which were previously all are manifested in language and explored through language.

As already noted, the adequacy of mutual understanding between native speakers of a professional language in terms of professional communication is determined by the degree of coincidence of the images of their professional consciousness. This, in turn, sets the task of forming students ’ readiness to comprehend the studied professional language. At the same time, one should bear in mind all types of transformations carried out by students in oral and written form.

(semantic-grammatical, cognitive and intentional), respectively related to different levels of organization of a professional linguistic personality.

The implementation of the above task is possible provided that the interconnection of the level organization of the language in the learning process is realized. Teaching a professional language is a powerful factor in a student’s personal development.

It should be noted that the greatest role in the formation of a student’s linguistic personality in a modern university is played by language education, where the most important are the personal aspects of speech culture, which determine the student’s readiness for professional activity.

The improvement of technologies, the strengthening of the processes of integration of sciences, the intensive use of modern information networks leads to the need to train specialists who are ready and able to constantly improve the level of their knowledge and skills, which once again emphasizes the relevance of this approach:

• a.    variability of the educational environment: taking into account the psychological characteristics and style of educational activity, initial training of students, etc.;

• b.    creative orientation, since the formation of a linguistic personality is impossible without enhancing the creative activity of students.

Taking into account the above factors, it is necessary to develop a systematic approach to solving the problem of the formation of the linguistic personality of students in the learning process, with the aim of the interrelated development of all structural components of the linguistic personality.