Языковая личность на фоне инноваций XXI века

Linguistic personality within XXI century innovations

The terms “linguistic personality structure” and the “secondary linguistic personality” currently need further consideration at the new stage of teaching Russian language both as native and as foreign language. It is supposed that the development of linguistic personality in the beginning of XXI century corresponds to two main paradigms of such development: either evolution according to requirements of modern time, including forming of a secondary linguistic personality (at least, bi-lingual, ideally – multilingual) or falling behind the speed of XXI century, irrelevance to it. It is important to follow current changes in the content of linguistic personality at verbale-semantic, cognitive and pragmatic levels. The necessity to extend the experimental basis of studying this problem. The article pays special attention to the analysis of the work on lexical norms while forming socio-cultural competence of Russian and foreign students. The authors of the article proceed from the point that changes in environment implies changes both in cognitive-linguistic and pragmatic levels of students and requires changes in methodological approach in teaching them. Pragmatic level of the language personality reflects the utility owned by language and manifests itself in the need of intercultural adaptation and socialization. The authors come to the debate with a number of modern researchers, considering that if in the 90s it was possible to speak about collectivist nature of the Russian ethnos, the ideal of catholicity of Russian culture, opposed to Western individualistic culture that nowadays dominate the assessment of person representations of his freedom, self-worth, initiative and the ability to self-realization is just as legitimate in relation to the Russian youth, as well as to the western. The article emphasizes that in contrast to the pragmatic relation to the study of foreign languages modern methodists nominated currently nationally oriented, cultural studies, socio-cultural approaches to teaching foreign languages, as well as integrated approaches to implementing an interconnected and interdependent study of these languages (and Russian language, in particular ), literature and culture in general. The authors divide this point of view on teaching РКИ in modern conditions. The article also contains a description of verbal and semantic level of the language personality. The experiment showed that it is difficult tospeak about lexical and grammatical multiknowledge of modern youth in the true sense of the word, at present time.