The Model of Philologist’s Linguistic Persona Formation Via Communicative Competences Development at Language Classes

Sarbinaz Kylyshpayeva; Diana Akizhanova; Serikkul Satenova; Gulnar Muratova; Didara Хanova

doi:10.61707/tyq38381

Authors

Sarbinaz Kylyshpayeva PhD candidate, Russian Language and Literature Department, Kazakh National Women’s Teacher Training University, Almaty, Kazakhstan. Address 2 Satbayev Str., ENU, Astana, Kazakhstan
Diana Akizhanova PhD, Associate Professor, Head of Translation Theory and Practice Department, L.N.Gumilyov Eurasian National University, Astana, Kazakhstan
Serikkul Satenova Doctor of Philology, Professor, Translation Theory and Practice Department, L.N.Gumilyov Eurasian National University, Astana, Kazakhstan.
Gulnar Muratova Doctor of Philology, Professor, Translation Theory and Practice Department, L.N.Gumilyov Eurasian National University, Astana, Kazakhstan
Didara Хanova PhD, Senior Lecturer, Foreign Philology Department, L.N.Gumilyov Eurasian National University, Astana, Kazakhstan

DOI:

https://doi.org/10.61707/tyq38381

Keywords:

Linguistic Persona, Precedential Text, Integrated Approach, Model of Philologist’s Linguistic Persona, Linguistic Competences, Linguistic Culture

Abstract

The article reviews the problems of linguistic persona formation via communicative competences development at language lessons. The scope of external scientific developments in language education is not so extended and well-developed, therefore require clarification and generalization. To prove the process of the linguistic persona formation it is required to pedagogically forecast and to model, to reveal qualitative and quantitative indexes of researching-experimental works – statistic methods of qualitative and quantitative data processes. The pedagogical experiment involved participation of one group of student philologists. At the verifying stage the questionnaire survey was conducted, at the formatting stage the learning process was realized conventionally, it was conducted within the control group, but within the experimental group- on the bases of the designed model. The results obtained represent that the given model usage in the learning process forms not only theoretical knowledge of linguistic and communicative competences, but also practical abilities of their usage, simplifies communication processes, that support to develop linguistic personality.