CC BY
9Psychology
UDC 159.9.072.432
creation of the questionnaire "National features of the secondary linguistic personality" Dumnova Nadezhda Igorevna
State University of Humanities and Technology (Orekhovo-Zuyevo);
candidate of psychological sciences,
associate professor Soldatov Dmitry Vyacheslavovich
State University of Humanities and Technology (Orekhovo-Zuyevo);
candidate of psychological sciences,
associate professor Soldatova Svetlana Viktorovna
State University of Humanities and Technology (Orekhovo-Zuyevo)
CREATION OF THE QUESTIONNAIRE "NATIONAL FEATURES OF THE SECONDARY LINGUISTIC
PERSONALITY"
Annotation. The article provides a justification for the feasibility of developing psychological methods for the diagnosis the secondary linguistic personality. The development of the problems of the secondary linguistic personality in psychology, is caused by the awareness of the role and consequences of globalization processes. At present, in the era of mass migration of peoples, mixing cultures and languages, it is not possible to ignore such phenomenon as "linguistic personality" or "secondary linguistic personality", i.e. personality included in the native and foreign language usage. Insufficient development of concepts on the regularities of the language impact on individuals, forces researchers to study the "linguistic personality" not only from a linguistic perspective, but also as a pure psychological phenomenon. In modern psychology, there is no sufficient certainty in understanding the structure and dynamics of personality transformation in the process of introduction to other language frames, there is no specialized arsenal of diagnostic tools for the newly formed psychological structure called the "secondary linguistic personality". We see our task in creating special methods for diagnosing psychological manifestations of the phenomenon. Specialized methods will provide new data on the signs and patterns of the dynamics of the secondary linguistic personality. The author's method questionnaire "National Features of the Secondary Linguistic Personality" was used while conducting the present empirical research. The methodology "National Features of the Secondary Linguistic Personality " was developed in order to measure changes in the personality of people learning foreign languages. Since the most common foreign languages in the territory of the Russian Federation are English, German and French, the questionnaire was compiled that records the appearance of national character traits of the English, Germans and French among Russians who study the corresponding languages in depth. The author's methodology is based on the idea that in the process of its formation, a person is exposed to many factors: their place of residence, social and professional affiliation, lifestyle, life events. However, there are some dominant features of the so-called "national" character, which are relatively stable for most of the representatives of a particular ethnic community. The author's method has shown to have psychotechnical characteristics that allow to solve the tasks assigned. In our study, the author's method proved to be a tool that, along with others, can be used to study the psychological characteristics of the secondary linguistic personality with students who study foreign languages with varying degrees of intensity. The results obtained with the help of specialized methods allow us to study the students' personal transformations in depth, allowing them to be interpreted as specific symptoms of the emerging secondary language personality.
Key words: linguistic personality, secondary linguistic personality, personality transformation, advanced learning of foreign languages, psychological methods of studying the secondary linguistic personality.
Аннотация. В статье приводится обоснование целесообразности разработки психологических методов для диагностики вторичной языковой личности. Разработка проблематики вторичной языковой личности в психологической науке вызвана осознанием роли и последствий процессов глобализации. В настоящее время, эпоху массовой миграции народов, смешения культур и даже языков, не представляется возможным оставить без внимания такие проблемы, как «языковая личность», «вторичная языковая личность», т.е. личность, включенная в родной и иностранный язык. Недостаточная разработанность представлений о закономерностях воздействия языка на личность диктуют требования исследовать «языковую личность» не только с лингвистических позиций, но и в качестве психологического феномена. В современной психологии нет достаточной определенности в понимания структуры и динамики трансформации личности, находящейся в условиях приобщения к другим языковым системам, отсутствует специализированный арсенал средств для диагностики психологического новообразования «вторичная языковая личность». Свою задачу мы видим в том, чтобы создать специальные методики для диагностики психологических проявлений исследуемого феномена. Применение специализированных психологических методик сможет позволить получить данные о симптомах и закономерностях динамики вторичной языковой личности. При проведении эмпирического исследования была использована авторская методика: опросник «Национальные черты вторичной языковой личности». Методика «Национальные черты языковой личности» разработана с целью измерить изменения в личности людей, изучающих иностранные языки. Поскольку самыми распространенными иностранными языками на территории Российской Федерации являются английский, немецкий и французский, был составлен опросник, фиксирующий появление черт национального характера англичан, немцев и французов у русских, углубленно изучающих соответствующие языки. В основе авторской методики лежит идея о том, что в процессе своего формирования, человек подвергается воздействию множества факторов: места проживания, социальной и профессиональной принадлежности человека, образа жизни, жизненных событий. Однако, имеют место некоторые доминирующие черты так называемого «национального» характера, которые относительно стабильны для большей части представителей той или иной этнической общности. Опыт применения авторской методики показывает, что она обладает психотехническими характеристиками, позволяющими решать поставленные перед ней задачи. В проведенном нами исследовании авторская методика показала себя как инструмент, который наряду с другими может быть использован для изучения психологических особенностей вторичной языковой личности у студентов, которые с разной степенью интенсивности изучают иностранные языки. Были получены результаты, позволяющие гораздо полнее, глубже изучить у студентов личностные трансформации, позволяющие их интерпретировать в качестве специфических симптомов формирующейся вторичной языковой личности.
Ключевые слова: языковая личность, вторичная языковая личность, трансформация личности, углубленное изучение иностранных языков, психологические методы изучения вторичной языковой личности.
Introduction. The phenomenon of linguistic personality is an actual research problem for both linguistics and psychology. It can be stated that the methodology of the new field of science that studies the linguistic personality (linguopersonology) remains poorly developed.
The notion "linguistic personality" is used in a number of fields of science: language education and linguopersonology, stylistics of art speech and linguoculturology, communicative linguistics and psycholinguistics [1].
Insufficient development of ideas about the regularities of the language impact on an individual, requires to study the phenomenon not only from a linguistic perspective, but also as a psychological phenomenon.
Issues on the human nature, the internal world of a person, the factors that determine the development of the individuals and their behavior, individual actions and life as a whole, remain relevant. Though, the problem of personality has always been fundamental in general psychological theory and practice, many important issues of personality psychology still remain insufficiently studied. First of all, it is a problem of manifestation of individual psychological properties of the personality in human activity. Speech activity is one of the main types of human activity, on the basis of which it is possible to conduct research on individual psychological properties of a person [2].
The starting point in our research is the statement that a person categorizes the world around using a language. As Leontiev noted, speech (language) generalizes and transmits the experience of socio-historical practice of mankind to individual people. This is the condition for the appropriation of this experience by individuals and at the same time the form of its existence in consciousness [9].
Developing the concept of Vygotsky about the part of the word, which it plays in mental development, we can assume that the new sign language system does not "build up" over the existing one, but, by embedding itself in the individual's consciousness, changes it: the word, growing into consciousness, changes all relations and processes [14]. Learning a new language system eventually leads to a change in the "angle of view" on the surrounding reality, concepts, values, attitudes [8].
Human is affected by many factors in the process of the formation: place of residence, social and professional backgrounds, lifestyle, life events, especially tragic ones. However, there are some dominant features of a so-called "national" character, which are relatively stable for most of the representatives of a particular ethnic community [4].
Issues of national identity and national self-determination are considered in a number of sciences: there are many works by sociologists, historians, political scientists and psychologists, which analyze various aspects of this problem in detail. Linguocultural studies using comparative methods attract the attention of philologists as well [5].
National identity can express interests of a particular group of ethnos and the whole nation as well (the Russians, the French) The common level of national consciousness includes interests, needs, value orientations and positions, feelings, stereotypes, moods, traditions and customs of this nation ("social psychology") [7].
Thus, we face such a situation: psychology has accumulated significant material on the relationship of language and personal constructs in the individual human psyche, but there is no sufficient certainty in understanding the structure and dynamics of personality transformation in the process of familiarization with the use of other language systems, there are no specialized tools for diagnosing a newly formed psychological structure called "secondary linguistic personality".
The analysis of the results allows us to conclude that existing psychological methods allow us to identify the symptoms of the "secondary linguistic personality" only partially [6]. In this regard, it is necessary to create special methods for diagnosing psychological manifestations of the "secondary linguistic personality" - newly formed qualities of a personality that appear while learning a foreign language.
Let us proceed to the theoretical basis of the author's methods for the diagnostics of the secondary linguistic personality formation.
Presentation of the main material of the article. In the research aimed to study the phenomenon of the influence of the process of learning foreign languages on the individual [10], we were mostly interested in the national characteristics of the English, Germans and French, since they are native speakers of the most common foreign languages in Russian schools and Universities. To determine the dynamics of personality of the people who study foreign languages, to capture the gain of national character traits of the English, German and French in Russians, who study corresponding languages in depth, we developed a questionnaire "National Features of Secondary Linguistic Personality" [12].
The methodology is based on the idea that there are specific national features of the personality. For example, the English are well known as highly disciplined people, for the most part they are polite, they know how to behave in society. Besides, they almost never use rude expressions in speech and carefully avoid personal moments in colloquial speech. Life in the UK is less noisy than in many other countries, that is probably why the English are characterized by love of silence and privacy, the desire not to interfere with the affairs of others. Most researchers agree on one quality that is common to the English, which they describe as a sense of superiority.
The English show remarkable unity in times of crisis and have a strong sense of public order. The seeming coldness of the English has been almost universally noted by foreigners, but they also admit that on closer examination of the Englishmen, they are quite friendly. A characteristic feature of the English is their love of games, while at the same time they remain extremely serious in business. All of the above, of course, does not mean that the English are different from other human beings. They, of course, as well as others, experience jealousy, envy, joy and happiness, but only their external reactions will manifest themselves differently. Among the most important features of the UK residents in the communication behavior should be named emotional restraint, politeness, distance and positivity in communication. Independence of the English bordering on alienation, is the basis of their interpersonal (but not human) relations. Islanders are particularly attentive to the issue of rights to the privacy. They are characterized by such traits as restraint, a tendency to understatement, scrupulousness.
Among the individual traits of the British, the most important is self-control, besides, we should mention such traits of the English as snobbery and hypocrisy, which psychologists call "a safety valve of the individual", that is necessary under the conditions of strict moral requirements of the society [3].
No one, but only an Englishman, knows how to allocate their time and money so strictly: they work extremely hard, but also always finds time to relax. The ideal for the English is education, independence, honesty, dignity and selflessness, grace of manners, refined politeness, tact, the ability to sacrifice time and money for a good affair, the ability to obey and lead, as well as perseverance in achieving the goal [13].
When in Germany, a foreigner is struck primarily by cleanliness, order and discipline. In the German character, the commitment to order is expressed as neatness, accuracy bordering on pedantry. The orientation of German life - to do everything properly - leads to the fact that some researchers, who study the distinctive character traits of various ethnic groups, say about the Germans that they are pedantic, overly accurate and strive for perfection [12].
The French, unlike the English, on the contrary, are prone to "over-utterance", to expressiveness in communication. For example, when signing a letter, an unfamiliar Frenchman assures you of the most cordial feelings and readiness to be "the most obedient servant", it should not be taken literally; it is just a desire to be kindhearted. In everyday life, the French have earned a reputation for being a cheerful, fun, fast and, as they notice themselves, a little frivolous nation. True French character traits are considered fine taste, a sense of proportion, grace, wit.
It is considered that the French can forget troubles, are able to joke, enjoy life and have fun: festivals, entertainment, pleasure, including theatre, performances, good food, love adventures, wine, have always played an important part in their lives. In private life, other aspects of their character are revealed: thrift, diligence, prudence, love for the material goods of life and comfort.
The French are not afraid of work, they have great self-control while working, work is a means to achieve a pleasant, comfortable life and provide for themselves in their old age. The French are a reserved nation, they are calculating and reasonable. They are friendly and polite, and will never tell you the truth to your face, although the French dislike all other nations: they consider that the English are boring and arrogant, the Americans are hypocritical and greedy, Russian are ill-mannered. The French consciously and successfully strive for the beauty of form, whether it is their own appearance (elegant) or interpersonal relationships (gallant). Residents of the Northern regions of France consider that southerners are boastful, talkative, unrestrained, can make friends easily, but are often unpunctual, superficial and always slow. Residents of the Southern regions, in turn, characterize northerners as hardworking, but unsociable and cold, with difficulty in making friends, but if they have already made friends with someone, then it will last for all their life [11].
The author's questionnaire "National Features of Secondary Linguistic Personality" includes 33 questions that can be answered "Yes", "No", "Don't know", united in 3 groups of questions: "German linguistic personality", "French linguistic personality", "English linguistic personality".
Test subjects are suggested to evaluate themselves and their behavior in the period after they started learning a foreign language and answer questions of this type: "Have you become more accurate?", "Have you become more economical at home?", "Have you started making things perfect?" (symptoms of the German linguistic personality), "Have you become more romantic?", "Have you become more appreciative of comfort?", "Have you made more friends?" (symptoms of the French linguistic personality) and "Can you consider yourself a slightly arrogant person?", "Have you started behaving colder in society?", "Have you become more scrupulous?" etc. (symptoms of the English linguistic personality). For each positive answer and negative in reverse questions, 1 point is awarded. The more points the test subject scores in each group of questions, the more significant the national linguistic personality is represented. Received answers can show how the personality changes (in particular, its attitude to other people) under the influence of learning a foreign language.
With the help of the author's methods there was conducted a psychodiagnostic study in which 187 subjects, aged 16 to 33 years, took part. Foreign languages and philological faculty students (profile Russian language, Literature, English), and graduates of the faculty of foreign languages (76 people) were selected to the first group; 111 students of psychological, pedagogical and philological faculties (profile Russian language and Literature) were selected to the second group. In the course of this study, we evaluated the retest reliability of the created methods and compared the personal differences of students in contrast groups.
As a result of using the author's questionnaire "National Features of the Secondary Linguistic Personality", the following data were obtained. According to the self-assessment of students of the language group, after they started learning a foreign language, they became less withdrawn, more romantic, to some extent became less serious, more expressive, they had more friends. Thus, it can be concluded that Russian-speaking students in the course of studying a foreign language as an academic subject note signs of the "French Linguistic Personality" (/20.01= 7.6; v=1, n=176).
Subjects of the language group studying English, note that they began to observe the psychological traits specific to the English: they became irritated by public disorder, they became more arrogant, more scrupulous, became "colder" in society, social work and a quieter lifestyle attracted them more (/20.01= 7,1; v=1, n=176).
The methodology "National Features of the Secondary Linguistic Personality" did not allow us to identify the test subjects who gained the national traits of the German nation. We believe that this can be explained by the fact that the traits that are traditionally attributed to the German sample are not only specific to the German nation, they are also common to other nations: the English and German are similar in some national traits, both languages belong to the Germanic group; it would be appropriate to compare the personal characteristics of people who speak languages of different groups: for example, Slavic, Germanic, Romance, Turkic and so on.
It should be noted that the questionnaire included questions about changes in personality traits that can be formed in any person throughout life, regardless of whether they study German or some other language. Therefore, it should be said that the methodology needs to be improved, particularly, exclude questions, answers to which, have not allowed us to differentiate the personal traits of representatives of different nations.
The disadvantage of this method may be the fact that when checking its reliability for two groups of questions, we did not get the data that may indicate that the results of the methodology are reliable. However, the analysis of the test-retest data obtained for the third group of questions (English national personality) suggests that the correlation coefficient is at 0.05 confidence level. We consider that it makes sense to elaborate the questionnaire, perhaps, expand the list of questions, since being not reliable enough it cannot be used in the presented form.
Conclusions. Researches on issues of psychological patterns and features of the formation of secondary linguistic personality are few in number, the methodology remains undeveloped, in addition, there is no unified interpretation of the notion of the "secondary linguistic personality". Currently, it is possible to study the secondary linguistic personality from a psychological point of view, there is not only experience, or unsuccessful attempts to study it, but also some findings that convince us that its psychological properties go beyond purely linguistic phenomena.
Having faced the problem of the actual lack of ready-made methodologies for studying the secondary linguistic personality, we were forced to develop them on our own. As a result of the research, three author's method has been developed for the diagnosis of psychological manifestations of the secondary linguistic personality.
The results obtained show us that it is possible to study in detail the students' personal transformations, which can be interpreted as specific symptoms of the emerging secondary linguistic personality.
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Психология
УДК 159.9.072
кандидат психологических наук, доцент Калашникова Ольга Владиславовна
Нижнетагильский государственный социально-педагогический институт (филиал) Федерального государственного автономного образовательного учреждения высшего образования «Российский государственный профессионально-педагогический университет» (г. Нижний Тагил)
ПРОФЕССИОНАЛЬНЫЕ ПРОБЫ КАК ФОРМА ПРОФЕССИОНАЛЬНОЙ ОРИЕНТАЦИИ СОВРЕМЕННОЙ МОЛОДЕЖИ В ОБРАЗОВАТЕЛЬНЫХ ОРГАНИЗАЦИЯХ
Аннотация. Данное исследование посвящено изучению проблемы профессиональной ориентации современной молодежи в образовательных организациях. В работе актуализируются проблемы профориентации в современных условиях. Анализируются изменения, активно происходящие в сознании подрастающего поколения и на рынке труда, стимулирующие проблемы новых подходов к процессу выбора профессиональной деятельности подрастающего поколения. Отмечается комплексный характер рассматриваемой проблематики. В рамках рассматриваемой проблематики выделена одна из форм современной профессионально ориентационной деятельности - профессиональные пробы. Предлагается анализ структурных компонентов профессиональных проб: «Образ Я», «Образ профессии», «Практическая проба сил». В обобщенном варианте изложены компоненты заданий: технологический, ситуативный, функциональный. Выделяются критерии уровня сложности профессиональных проб. Представлены результаты исследовательской деятельности особенностей профессиональной ориентации современной молодежи с помощью профессиональных проб на базе филиала РГППУ в г. Нижний Тагил и образовательных организаций Свердловской области. Сформулированные в ходе исследования выводы позволяют утверждать, что профессиональные пробы являются одной из эффективных форм реализации профессиональной ориентации современной молодежи, позволяющей целостно понять индивидуальные профессиональные особенности и предпочтения.
Ключевые слова: профессиональная деятельность, профессиональное самоопределение, профессиональная ориентация, профессиональный выбор, формы профессиональной ориентации, профессиональная проба.
An^tatton. This study is devoted to the study of the problem of professional orientation of modern youth in educational organizations. The paper actualizes the problems of career guidance in modern conditions. The changes that are actively taking place in the minds of the younger generation and in the labor market, stimulating the problems of new approaches to the process of choosing a professional activity of the younger generation, are analyzed. The complex nature of the issues under consideration is noted. Within the framework of the problem under consideration, one of the forms of modern professional orientation activity is identified - professional tests. The analysis of the structural components of professional tests is proposed: "The image of the Self', "The Image of the profession", "A practical test of strength". The generalized version describes the components of the tasks: technological, situational, functional. The criteria of the level of complexity of professional tests are highlighted. The results of the research activity of the peculiarities of the professional orientation of owls are presented.
Key words: professional activity, professional self-determination, professional orientation, professional choice, forms of professional orientation, professional test.
Введение. Проблема профессиональной ориентации в современном образовательном процессе не теряет своей актуальности. В Государственной программе развития образования Российской Федерации отмечается, что большое количество выпускников школ стремятся поступать в вузы, что является прямым доказательством слабо организованной профориентационной работы. Поэтому значение подготовки учащейся молодежи к профессиональному самоопределению становится основой верного выбора профессионального пути человека, соответствующего его психофизиологическим, психологическим особенностям развития, а также особенностям современного рынка труда и социального заказа общества.
Необходимо отметить, что в последние годы под воздействием социально-экономических изменений существенным образом меняется состав профессиональных видов деятельности. Некоторые виды профессий отмирают, расширяются функции существующих, возникают новые. Тот, кто в настоящее время обучается в образовательной организации, предстоит ориентироваться на виды профессиональной деятельности, которые не существуют в настоящее время или представлены лишь на начальной стадии своего развития. Это приводит к затруднённому определению и оценке перспектив развития молодежи в различных профессиях. Именно поэтому роль профессиональной ориентации существенным образом возрастает.
Также необходимо отметить, что современная молодежь не в достаточной мере обладают навыками определения, своих личных предрасположенностей и способностей применительно к выбираемым профессиям, они не готовы проявить самостоятельность и нести за свой выбор ответственность, поэтому роль специалистов в профориентационной деятельности существенным образом возрастает.
Данная проблема является комплексной, ее не в силах решить только образовательные организации. Лишь системная организация разнообразных действий со стороны педагогического и профессионального сообщества сможет повысить эффективность данных действий. Системное взаимодействия ребенка на стадии профессионального выбора и общества, направленного на удовлетворение потребностей личности в профессиональном самоопределении и потребностей общества в воспроизводстве социально-профессиональной структуры станет условием сформированности адекватного профессионального самоопределения.
