Учебное пособие 1703

A promising direction of this study may become the analysis of the effectiveness of using the method of the support on the internal form of terms when teaching students the terminology of the other specialties, such as, for example, “Construction of bridges and tunnels” or “Oil and gas industry”.

References

[1]Vepreva T.B. Obuchenie inoyazychnoj leksike studentov neyazykovyh special'nostej, URL: https://cyberleninka.ru/article/n/obuchenie-inoyazychnoy-leksike-studentov- neyazykovyh-spetsialnostey/viewer (vremya obrashcheniya - 30.12.19).

[2]Zaliznyak A. A. Mnogoznachnost' v yazyke i sposoby ee predstavleniya. – M.: YAzyki slavyanskih kul'tur, 2006. – 672 s.

[3]Metodicheskie podhody k obucheniyu inoyazychnoj leksike, URL: https://allrefrs.ru/4-5138.html (vremya obrashcheniya - 13.06.19).

[4]Leont'ev A.N. Razvitie pamyati. – M.: 1931, 278 s., URL: ›975 (vremya obrashcheniya - 13.06.19).

[5]Lekcii po psihologii. Vygotskij L.S. Psihologiya razvitiya cheloveka. — M.: Izd-vo Smysl; Eksmo, 2005 — 1136 s., URL: yanko.lib.ru›books/psycho/luriya=lekcii_po…psc.pdf

(vremya obrashcheniya - 15.06.19).

[6]Luriya A.R. Lekcii po obshchej psihologii. – SPb.: Piter, 2006. – 320s., URL: yanko.lib.ru›books/psycho/luriya=lekcii_po…psc.pdf (vremya obrashcheniya: 14.06.19).

[7]Solovova E. N. Metodika obucheniya inostrannym yazykam: bazovyj kurs: poso-bie dlya studentov ped. vuzov i uchitelej / E.N. Solovova. 3-e izd. – M.: AST: Astrel': Poligrafizdat, 2010. – 382 [2] c.

[8]Potebnya A.A. Polnoe sobranie trudov: Mysl' i yazyk. Podgotovka teksta YU. S. Rasskazova i O. A. Sycheva. Kommentarii YU. S. Rasskazova. — Izdatel'stvo "Labi-rint", M., 1999, 300 s., URL: https://docviewer.yandex.ru/ (vremya obrashcheniya - 19.06.19).

[9]Podkolzina T. A Metafora i tipologiya terminosistem//Filologicheskie nauki. №3,

1992. S. 90-100.

[10]Ortega-i-Gasset H. Dve velikih metafory // Teoriya metafory (pod red. N. D. Arutyunovoj). M., 1990, s. 69.

[11]Larry A. Hickman. Technology as a Human Affair. USA, McGraw – Hill Publishing Company, 1990. – 495 p.

[12]Metodika obucheniya inostrannym yazykam: tradicii i sovremen-nost'/Kollektivnaya monografiya pod redakciej akademika RAO A.A. Mirolyubova, URL: csl.isc.irk.ru›…Ucheb/Metodika obucheniya – 337s. (vremya obrashcheniya - 21.06.19).

V.P. Podol'skogo; Sost. V.P. Podol'skij, T.S. Hutornaya, V.G. Artyuhov, V.M. Butyrin, V.G. CHvanov. – Voronezh: Izdatel'stvo Voronezhskogo gosudarstvennogo universiteta, 1999. –

DOI 10.36622/MLMDR.2020.30.3.006

UDC 378.147

PERSONAL-ORIENTED DEVELOPING FOREIGN LANGUAGE EDUCATION

I.I. Burlakova

____________________________________________________________________________

Moscow State University of Management Technologies named after K.G. Razumovsky

Doctor in Philology, Professor Irina Ivanovna Burlakova

____________________________________________________________________________

The scientific and methodological basis of the modern concept of higher education is the synergetic unity of classical and modern psychological and pedagogical approaches. Modern higher education is focused on introducing a young person to fundamental knowledge, on forming practical skills in future professional activities and preparing them for lifelong learning. However, modern education is not focused on the life and professional selfdetermination of the student. The integrated use of personal-oriented technologies in the educational process in the process of teaching a foreign language stimulates personal and intellectual activity, develops cognitive processes, and contributes to the formation of competencies that a future foreign language teacher should possess. Personaloriented foreign language education at the University will help to remove the fear of the future teacher before school, before modern children and will contribute to the painless entry of a young foreign language teacher into the professional activity and professional community.

Key words: quality, professional training, teacher, foreign language education, personality-oriented training.

For citation: Burlakova I.I. Personal-oriented developing foreign language education / I.I. Burlakova // Scientific

Journal “Modern Linguistic and Methodical-and-didactic Researches”. – 2020. - № 3 (30). – P. 65-72.

Introduction.

The scientific and methodological basis of the modern concept of higher education is the synergy of classical and modern psychological and pedagogical approaches: humanistic, com- petence-based, axiological, activity-based, personality-oriented, individual. The implementation of such approaches as humanistic and competence-based makes it possible to answer questions about the purpose and results of education in a global competition. First of all, higher education in the modern context is focused on introducing a young person to fundamental knowledge (although this has become increasingly rare in recent years due to the reduction in the number of hours spent on classroom work), on developing practical skills in future professional activities and preparing them for lifelong learning. However, it is worth noting that modern education is not focused on the life and professional self-determination of the student, and, moreover, we have to state that he is not yet ready for independent development of knowledge. Potential graduates are often not ready practically and psychologically to work in the received specialty. As teachers, they are afraid to cross the threshold of the school class, are not ready to communicate with children, parents and the administration of educational organizations. Therefore, the acquisition of knowledge and skills is not only the goal of education, but also a means to achieve long-term and long-term goals in the professional sphere.

Research methodology.

Object and subject of research. In this article, the object of research is foreign language education. The subject of the research is the personality-oriented foreign language education of future foreign language teachers.

_____________________

© Burlakova I.I., 2020

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Research material. Study of psychological, pedagogical and methodological literature, surveys of students and young teachers, questionnaires.

Method of research. The article used methods of observation, analysis of surveys and questionnaires, interpretation of the obtained material, and included observation.

Study results

The axiological approach is aimed at determining the values of education, which have changed significantly in recent times. In the conditions of poor professional training of school leavers, most of the applicants face the problem of ignorance of what they want, indifference, fatigue after ege, apathy. Admission to the university in this situation is often connected not with the purpose of self-fulfillment and life self-determination, but with the fact where the student passed on points on the budget or where there was enough money for paid education. It is sad that already in 1 and 2 courses students are looking for earnings. For example, future foreign language teachers are actively engaged in tutoring and, most importantly, their employers are not interested in the professional unpreparedness and methodical illiteracy of students whom they trust their children. The value of higher education, on the one hand, is high, because most school leavers want and are determined to get a quality higher education. On the other hand, not the willingness and desire of many students to go to work in the specialty after graduation and an attempt to change the profession is observed when entering the master's programs.

The individual approach is focused on the development of individual-personality abilities of the learner and involves creating adequate conditions for training. However, it is necessary to take into account the social order of the state to train competitive specialists for a certain sector of the economy or social sphere. In this regard, it is advisable to develop the individuality of the future specialist, taking into account the social order and requirements of potential employers to the set of professional qualities, which involves the design of a socially-oriented, cultur- al-personal model of higher education [1, p. 56]. Under the approach under consideration, the success of the model can be achieved through the development of an individual style of study, which is formed with individual characteristics. In the process of learning a foreign language and preparing students for pedagogical activities as teachers of a foreign language, the factor of individualization of foreign-speaking education becomes a leading factor due to the fact that the subject is a priority in the school system. Many students and their parents are focused on getting a quality education in this field of knowledge. Therefore, it is necessary to pay special attention to students - future teachers of foreign language. Without professional proficiency in foreign language and quality methodical training, it will be difficult for the young teacher to adapt to the new conditions of the school educational environment. Individualization of student training programs in the field of studied language will give an opportunity to bring knowledge of the language to the same level of foreign language proficiency in each course. It is necessary to note the fact that students enrolled in the 1st year on the results of the high EGE score in a foreign language and students enrolled in the same course for paid education get into one group on the basis of good intentions, when the "strong" should pull up the "weak" or in order to optimize. This setup harms, unfortunately, everyone and as a result we get at the end of the course students who speak a foreign language at the same low damage, because while we "pull up" weak strong students lose the communication skill, and knowledge of the language regress. Individualization of foreign-language education, its personal-oriented orientation will be a way out of the current situation.

An active approach to teaching foreign languages contributes to the assimilation of linguistic knowledge and the formation of speech skills through independent activity under the direction of the teacher. The active approach is a priority in the modernization of higher education. Its meaning is that the student's personal abilities are manifested and developed only in activities and through activities. At the same time, the basis of the development of the future teacher's personality is the activity that fully corresponds to his interests and abilities. An active approach in foreign-language education involves learning using a variety of interactive meth-

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ods. Interactive learning, in general, is based on an individual increase in the volume of subject knowledge, so the traditional form of learning is replaced by interactive methods with intensive intragroup interaction taking into account the individual characteristics of the student. The use of interactive methods involves the schematic interaction of "teacher-student" and "studentstudent," "student-student" and is based on the selection and definition of interpersonal communication, the ability to accept the role of another. Interactive learning methods are interaction, collaboration, search, interpersonal dialogue, play between a person and the information environment. Active and interactive learning methods increase the absorption of the amount of material to 90 percent, based on visual aids, posters, maps and models. Interactive teaching methods - games, discussions, stagings, trainings, trainings - require the use of special techniques, but only when taking into account the individual characteristics of students.

You can suggest the following algorithm for an interactive practice session in a foreign language:

1.Preparation of the lesson (choice of topic, definition of terms, new words, concepts, grammatical phenomena, selection of the form of interactive class);

2.Taking into account the individual characteristics of students (age, interests, motivation), which involves adapting the content of the material;

3.Setting of conditions (study purpose, didactic material, technical equipment, questions for consecration, their consistency, practical examples);

Problem of occupation: clarification, designation of the prospect of using the knowledge gained in the professional activities of the future;

5.Familiarity of students with rules, instructions, reference additional material;

6.The main part of the class involves segmentation of students and organization of communication between them, combining similar opinions, forming common areas of issues within the topic under discussion;

7.Reflection, determination of the emotional background of each student, his feelings during the lesson, the attitude of students to the content aspect of the methods used, the relevance of the topic;

8.Summing up the results (the impression of what helped to complete the task, what failed to do, what surprised students, how they evaluate their own and group activities, what experience they could use in practice at school).

The situation in the group should focus the student on empathy, providing mutual assistance. As a result, every young person begins to feel useful, seeks to make a personal contribution to the common cause and be interested in the results of teamwork. Interactive practice sessions in a foreign language prevent the perception of classes as a boring necessity. Due to the interaction, the material is presented in a bright and figurative form, so that the student's cognitive activity is always at a high level, and in parallel the skills of interpersonal communication and collaboration are formed.

Personality-oriented foreign-language education in an active approach is the subjectiveization of the learning process, which emphasizes the self-value of each student regardless of their abilities and abilities. In other words, personal-oriented foreign-language education needs to take into account the characteristics of the subject of educational activity in the process of mastering a foreign language. In general, it is a different "learning organization methodology" that aims to use the personal potential and subjective experience of the learner in achieving the planned results in the field of the language studied. "The goal of personal-oriented foreignlanguage education is the need to "lay" in the learning mechanisms of self-development, adaptation, self-realization, self-regulation, self-education, necessary both for the formation of personality and for professional self-determination" [2, p. 145].

Personal-oriented foreign-speaking education has the following functions:

"The humanitarian function involves the self-worth of a person and ensuring his physical and spiritual and moral health, understanding the values of professional self-determination and

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the possibility of maximizing their own personal potential in the process of learning a foreign language for the purpose of professional development. Mechanisms for the implementation of this function are communication of students in a group, mutual understanding, cooperation and co-creation in the process of interactive learning of a foreign language;

Cultural function contributes to the preservation, transmission, reproduction and development of one's own culture and to the cultural culture of the country studied by means of education in order to engage in dialogue between cultures and students. Mechanisms for the implementation of this function are cultural self-identification, acceptance of the values of the people of their country, the broadcasting of cultural and historical values, as well as understanding the cultural context of the country studied language and building professional activities taking into account knowledge of foreign-speaking culture;

The socializing function is aimed at the individual's assimilation and reproduction of social experience in the process of obtaining a foreign-language education, necessary and sufficient for a person to enter the life of the professional community and into the future profession. Mechanisms for the implementation of this function can be: preservation of individuality, constant reflection, creative attitude to educational activities and professional self-determination of the student from the 1st year" [3, p. 54].

It is not possible to implement the functions of personal-oriented foreign-language education in the context of the administrative-command system of management of the educational activities of students, as personally oriented foreign-language education implies a change in the position of the teacher, which is:

-purposeful building of subject-subject relations in the educational process, when the student takes responsibility for the results of his own educational activities, is able to independently master a certain teacher's amount of knowledge, is active in the choice of forms, means and methods of learning, has the skills of control and self-control;

-having an optimistic view of the abilities of each student, respectful and invaluable attitude to the choice of the future profession, the desire of the teacher to see promising lines of personal growth of each student in the context of his future profession, the ability to motivate students to further self-education;

Disclosure of personal meanings and interest in cognitive and reflective activities, promoting the socialization of each student, incorporating him into the professional community and accepting professional values.

The content of personal-oriented foreign-language education differs significantly from the content of those working programs, which are presented in most pedagogical universities. This feature causes difficulties in the professional adaptation of the student. The content of per- sonal-oriented foreign-language education is aimed at helping the student to build a personal trajectory of development, to determine his own potential and attitude to the resulting profession, which implies: the choice of values of self-important, mastering the system of psychological and educational knowledge and methodical skills in the field of teaching a foreign language, mastering ways of solving interesting scientific problems, reflecting his own selfposition in relation to the chosen profession. We have to note the fact that in connection with the modernization of pedagogical education, part of the disciplines of the psychological and educational cycle and the method of teaching a foreign language is taken into a remote form. Unfortunately, in the format of such training it is not possible to pass on to students the ability to form communication competence in the lessons of a foreign language. Is it difficult to explain to a student in on-line mode how to form language or speech competencies in the field of foreign language study and, most importantly, to work out the passed material in the seminary class, modeling the educational situations that may arise in the lesson?

Personal development and professional self-determination are a criterion for the effectiveness of personal-oriented foreign-language education.

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Thus, summarizing the above, we define personal-oriented foreign-language education as a purposeful process of interaction between the subjects of education - future teachers in their mastery of a foreign language, focused on personal and professional development and selfdevelopment of the learner.

Personal-oriented education is organized on the basis of certain pedagogical technologies, which are oriented to the interests of the student, whose unique personality becomes the center of the educational process. Under the created conditions , "... young people strive to maximize their possibilities (self-actualization), is open to the perception of new experiences, capable of conscious and responsible choice in a variety of life situations" [4, p. 12].

Personality-oriented learning technologies are aimed at personal development, individuality, self-reliance, responsibility, creativity [5, p. 85].

Personality-oriented foreign-language learning technologies incorporate methods that correspond to the individual characteristics of students and change the organization of educational activities in general, thus reshaping foreign-language education. Personally oriented foreign language education presents certain difficulties for its organization on the part of the teacher, both methodologically and methodically. Such activities involve the use of special supports, ideas and methods of action, which are aimed at ensuring and supporting the processes of self-knowledge and self-fulfillment of the personality of each learner in their mastering of a foreign language. This thesis is fundamentally important in the context of the implementation of the next generation of FGOS. Personality-oriented technologies enable the teacher to create conditions for cooperation and co-creation, self-actualization and self-development of the individual in the classroom. We include such technologies: case - psychological and educational technologies, SCRUM-technology, training in collaboration, portfolio of achievements, gaming technologies, ICT technologies, problem learning technologies, design technologies, TRIS technologies and others.

Unlike the traditional, personality-oriented foreign language class, the degree of interaction in the "teacher-learning" system completely changes the degree of interaction. The teacher is forced to replace the authoritarian style of management of the educational process with a style of cooperation and co-creation, focusing on the procedural activity of the student, rather than on the analysis of the results. The student's position also changes - from the executor of the teacher's requirements he goes to active participation in the learning process, creative attitude to learning, responsibility for the results of his own educational activities. In personaloriented learning, we see an interesting process of naming the thinking of the learner, which becomes more reflexive, critical and creative (creative). The nature of the relationship between the teacher and the student, as well as in the group between the students become trusting and open. In such conditions, the teacher does not provide students with ready knowledge, but creates conditions for optimal personal development of students and self-education in the process of learning a foreign language. The teacher's monologue in class changes to dialogue and polylogue in the group. Together with the students, he selects the content of the material that needs to be learned and determines the amount of time to complete the tasks. Only with this condition, the assimilated knowledge becomes personal and meaningful. The teacher in such a class creates conditions for personal-oriented foreign-language education. He fully manages the learning process, planning and organizing activities, advising and removing the difficulties that students necessarily face in the process of learning a foreign language.

In the context of personal-oriented foreign-language education, special attention should be paid to modular technologies, as many universities today, as part of the implementation of the new higher education standard, are moving to modular education. In our opinion, modular technology is effectively used to develop cognitive activity of learners. "It contributes to the development of each student's personal motivational sphere, his intellect, independence, and ability to manage his own educational and cognitive activities. Whatever we use pedagogical technologies, they will then be successful in personal-oriented learning, when they include a

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reflection in which the learner is aware of his self-worth and is responsible for the results of his own learning activities" [6, p. 114].

"Modular learning technologies are the implementation of the learning process through the division of it into "functional nodes" - professionally significant actions and operations that are performed by the student, which allows to achieve the planned results of training. The essence of modular learning is that it allows each student to achieve their own specific goals in learning and learning activities" [7, p. 118].

Modular training contributes to the development of self-reliance, responsibility, assimilation of professionally significant knowledge and skills, which students extract their own educational and educational work. The teacher in modular training organizes the educational process both in the area of near development, and in the area of prospective development of the student. This training is based on already developed thought processes and processes that are just developing or actualized, being in a passive phase. The use of modular technologies contributes to the formation of a sustainable motivation to learn a foreign language. The main difficulty in using modular training is the competent "docking" of professional-oriented modules.

Personal-oriented training based on modular technologies is based on the following principles:

"- Designing the training material in such a way as to ensure that the intended results are achieved;

-presentation of educational material in logical and complete blocks;

-integrating different methods, tools and forms of learning;

-singing separate elements from the content of the material to set multi-level didactic tasks (complex, integrated, private) on an individual student, student group or stream;

-openness of information, ability to change the form of its presentation;

-adaptability and comfort of the student through the analysis of each stage of study; Systemo-editing of knowledge, which is combined with the variability of forms, tools and

methods of learning;

-the formation of an individual style of learning activities through the focus of training on the development of the student's personality;

Encouraging active cognitive activity through the encouragement and motivation of the learner in the process;

-The versatility and versatility of methodical accompaniment lies in the fact that each module contains memos, recommendations, supports, thesaurus, which can facilitate the assimilation of a large amount of information" [8, p. 19].

By organizing training on the basis of modular technologies in the conditions of personaloriented foreign-language education, the teacher takes on new functional responsibilities:

"- management of the educational and cognitive activities of the student, i.e. the teacher ceases to be a carrier of information and knowledge and becomes the organizer of the student's educational and educational activities;

-motivation of students' learning activities through constructive communication, emotional uplift and cooperation of students with each other;

-self-employed work in both classroom and non-audit work, including the use of additional training tools;

-use a creative approach to the organization of collective (group) ways of teaching students, individual forms of work with students when it is necessary to provide advice, additional assistance to lagging students, or in working with gifted students in the preparation and implementation of an individual research project;

-creating success situations for each student, i.e. developing individual assignments, deffected and adapted to the characteristics of each student;

-the organization of reflection of students' educational and educational activities and the formation of adequate self-esteem among students" [7, p. 118]

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After the creation of new content of the class, differentiation of educational material in accordance with the abilities and abilities of students, as a rule, determines the order of forms of work with educational material, there is a choice of additional means of training and technologies to optimize educational activities. At the final stage of preparation, the teacher creates a technological map of the educational (subject) module, which contains a list of topics, competencies, planned results, etc. [8, p. 18].

Also, in the system of personal-oriented foreign language education, the teacher's creation of certain conditions for the manifestation of educational and educational activity of each student plays an important role. These conditions may include:

1)To reveal the subjective experience of students allows the use of a variety of forms of methods of organizing educational and educational activities;

2)The session will be effective, provided it is created a creative atmosphere;

3)stimulating students to express their own thoughts, removing the psychological fear of

error;

4)use of didactic material in the class, which will allow the student to choose the most important content of the educational material for him;

5)When assessing the assessment, the teacher takes into account the result in the process of achieving it;

6)motivational encouragement of the student, who tries to find his own individual style of work, analyzes the achievements of his classmates, chooses and masters the most rational ways of learning;

1)7) use of developed cases or learning situations in classroom work that contribute to the ability of each student to show creativity, and independence and initiative [9, p. 57].

The criteria for the effectiveness of personal-oriented foreign language classes will be: priority choice of problematic tasks; Exercise that allows the learner to choose the form of work with the educational material and additional means of training; Positive emotional mood of all students in class; group discussion at the end of the class and discussion of what I liked or disliked in class; assessing not only the correct answer during the survey, but also an analysis of how the student thinks about how far he has progressed in mastering communication competence; when determining the amount of homework and explaining the adaniums that the teacher needs to perform, explains in detail how to organize the training work at home and rationally allocate the time to finish the optimal result [10, p. 126].

It should be noted that it is the creative approach of the teacher to the organization of the training session and the optimistic attitude to performance will contribute to a positive change in the attitude of students to the difficult and long process of teaching, both in the process of classroom and in extra-audit work, and the personal-oriented approach will allow to activate mental activity, self-creation, to identify the hidden possibilities of each student, will make him a co-author in the design of the class [11].

Conclusion.

Thus, purposefully organized personal-oriented training in the foreign language of future teachers will allow to motivate students, develop a steady interest in the subject, improve linguistic and psychological-educational knowledge, hone communication skills. Such classes contribute to the development of the skill of self-study material, and collective forms of education, which are mandatory in the organization of personal-oriented foreign-speaking education teach students to constructively solve disputes and misunderstandings arising in the course of problem situations, rising to a higher level of communication and academic success.

Comprehensive application of personal-oriented technologies in foreign-language education, both in the process of classroom and non-audit work allows to stimulate the personal development of each student, his intellectual activity, promotes the comprehensive development of cognitive processes, forms the competences that are necessary for the future teacher of a foreign language. Personal-oriented foreign language education at the university provides an op-

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portunity to remove or at least reduce the fear of the future teacher before the school, in front of modern children and helps the painless entry of a young foreign language teacher into professional activities and the professional community.

References

[1]Asmolov A.G. Lichnost' kak predmet psihologicheskogo issledovanija. M.: Izd-vo MGU, 2006. 107 s.

[2]Alekseev N.A. Lichnostno-orientirovannoe obuchenie v shkole – Rostov n / D: Feniks, 2006.-332 s.

[3]Zhuk. N. Lichnostno-orientirovannyj urok: tehnologija provedenija i ocenki// Direktor shkoly. № 2. 2006. – s. 53-57.

[4]Lukjanova M.I. Teoretiko-metodologicheskie osnovy organizacii lichnostnoorientirovannogo uroka // Zavuch. № 2. 2006. – s. 5-21.

[5]Selevko G.K. Tradicionnaja pedagogicheskaja tehnologija i ee gumanisticheskaja modernizacija. M.: NII shkol'nyh tehnologij, 2005. – 144 s.

[6]Bespal'ko V.P. Slagaemye pedagogicheskoj tehnologii. – M.: Pedagogika1999. 192

s.

[7]Burlakova I.I., Dzje D. Formirovanie kommunikativno kompetencii u obuchajushhihsja s ispol'zovaniem gruppovoj formy auditornoj raboty. Russkij jazyk za rubezhom / Nauchno-prakticheskij zhurnal №4, 2019 (275). S. 113 – 119.

[8]Burlakova I.I. Organizacija povyshenija kvalifikacii uchitelej na osnove modul'nyh tehnologij // Mezhdunarodnyj nauchnyj vestnik. –2015.– №3. – S. 17 – 20.

[5] Kolechenko A.K. Jenciklopedija pedagogicheskih tehnologij: Posobie dlja prepodavatelej. SPb.: KARO, 2002. -368 s.

[5] Razina N.A. Tehnologicheskie harakteristiki lichnostno-orientirovannogo uroka // Zavuch. № 3. 2004. – 125-127.

[11] Tosh D., Werdmuller B. (2004). Creation of a learning landscape: weblogging and social networking in the context of e-portfolios. Retrieved from https://docplayer.net/7520363- Creation-of-a-learning-landscape-weblogging-and-social-networking-in-the-context-of-e- portfolios.html.

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INTERCULTURAL COMMUNICATION

DOI 10.36622/MLMDR.2020.30.3.007

UDC 81`25

PERSONAL AND DEMONSTRATIVE PRONOUNS AS LINGUISTIC MEANS OF

MODELLING THE ADDRESSEE IN KATE FOX’S BOOK

“WATCHING THE ENGLISH”

E.M. Vishnevskaya, N.I. Hajdu

____________________________________________________________________________

Moscow City University

Associate Professor, Chair of linguistics and translation studies PhD in pedagogy,

Ekaterina Mikhailovna Vishnevskaya e-mail: kate.vishnevsk@ya.ru

Moscow City University

Master of Linguistics, Chair of linguistics and translation studies Natalia Igorevna Hajdu

e-mail: nataliahajdu@icloud.com

____________________________________________________________________________

Problem statement. The paper considers person deixis as linguistic means of modelling the addressee in Kate

Fox’s book “Watching the English. The Hidden Rules of English Behaviour”. It tackles particular characteristics of linguistic and cultural situation that define the type of addressee. The paper features examples of person deixis and the author’s use of these linguistic means. It describes the semantic features and the ability of the pronouns to function as deictic markers which provide cohesion of the components in the speech act. The main objective in the study was to analyze the text from the pragmatic point of view, particularly the pronoun deixis and communicative tactics applied by the author.

Results. The study revealed the dual nature of the addressee communicated by means of personal pronouns. In the text, the addressee is portrayed as a representative of either the author’s native culture or another culture. When talking to her compatriots, the author unites herself with the addressee by using the pronoun “we”. In other contexts, she takes the position of an observer by the foreign reader’s side and uses third-person pronouns. The study has also revealed that the author uses the indicative pronoun “that” as a way of enhancing the evaluativity in the text, while “this” has the same function in the text as the first-person pronouns.

Conclusion. The results of the study suggest that the author uses a variety of deictic techniques to present her position, thus achieving the maximum involvement of the addressee in the narrative.

Key words. context, person deixis, pragmatics, addressee, speech act theory, personal pronouns, demonstrative pronouns, addresser

For citation: Vishnevskaya E.M., Hajdu N.I. Personal and demonstrative pronouns as linguistic means of modelling the addressee in Kate Fox’s book “Watching the English” / E.M. Vishnevskaya, N.I. Hajdu // Scientific Journal “Modern Linguistic and Methodical-and-didactic Researches”. – 2020. - № 3 (30). – P. 73-81.

Introduction.

Communication has been an object of scientists’ interest for a long time, but from linguistic point of view has never been fully studied. Today, linguistic communication is being formed and developed within the framework of various theories and directions [1, p. 27]. The dialogue between the author and the reader is a matter of concern to many scientists including linguists, literary critics, psychologists, etc. Being in constant interaction, the addresser and the addressee create a kind of linguistic “counterpoint”, the decoding of which has been keeping researchers occupied for more than a decade.

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© Vishnevskaya E.M., Hajdu N.I., 2020

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