Philosophical and pedagogical reflection of the problem of forming a linguistic personality: grammatical component

Abstract

In the previous article, the authors carried out a philosophical and pedagogical reflection on the linguistic and methodological problem of the formation of communicative competence, which ensures successful socialization, including professional socialization. The basic component of this competence is connected with the language, and is seen as an indicator of a linguistic personality, which, in turn, concentrates theoretical knowledge and practical skills at all levels of the language system.For the full-fledged formation of a linguistic personality, in addition to the development of linguistic competence, it is necessary to define and expand the field of linguistic orientations of the subject of cognition, i.e. that part of the mental space that is filled with linguistic objects of interest: the more objects of interest, the wider the field, the more active the connections between objects, the higher the level (degree) of linguistic competence. In order to take this into account when organizing the educational process, the teacher should undergo appropriate theoretical and methodological training. Ideally, the mental field of language orientations is absolutely all knowledge about the language and its functioning. Although a person realizes that he cannot know everything, but the need for such knowledge accompanies him all his life, and not only during the periods of study. A linguistic personality formed in this way is capable of further linguistic self-development in order to feel himself in the language system as if in his native environment.