CC BY
114. Art for Children Experiencing Psychological Trauma: A Guide for Art Educators and School-Based Professionals / Edited by A.D. Hunter, D. Heise, B.H. Jones. - Published by Routledge, 2018. - 320 p.
5. Beer, L.E. Using Music in Child and Adolescent Psychotherapy (Creative Arts and Play Therapy) / L.E. Beer, J.C. Birnbaum.
- Publisher: The Guildford Press. - 200 p.
6. Creative Interventions with Traumatized Children, Second Edition (Creative Arts and Play Therapy) / Edited by C.A. Malchiodi. - Publisher: The Guilford Press, 2021. - 364 p.
7. D'Amico, D. 101 Mindful Arts-Based Activities to Get Children and Adolescents Talking / D.D'Amico. - Publisher: Jessica Kingsley Publishers, 2016. - 224 p.
8. Jena, A. The Art of Positive Parenting: Understanding Child Psychology, Stages of Development, Common Parenting Issues and The Most Effective Way of Raising a Child in 21st Century / A. Jena. - Kindle Edition, 2021. - 83 p.
9. Kellogg, R. Analyzing Children's Art Paperback / R. Kellogg. - Publisher: Guirard & Stewart, 2015. - 318 p.
10. Marshal, A. Telemental Health with Kids Toolbox: 102 Games, Play and Art Activities, Sensory and Movement Exercises, and Talk Therapy Interventions / A. Marshal. - Publisher: Pesi Pub & Media, 2021. - 147 p.
11. Mash, E.J. Abnormal Child Psychology / E.J. Mash, D.A. Wolfe. - Publisher: Cengage Learning, 2018. - 672 p.
12. Riley, Sh. Group Process Made Visible: The Use of Art in Group Therapy / Sh. Riley. - Publisher: Routledge, 2001. - 296 p.
13. Taylor, E.R. Solution-Focused Therapy with Children and Adolescents: Creative and Play-Based Approaches / E.R. Taylor.
- Publisher: Routledge, 2019. - 194 p.
14. What to Do When Children Clam Up in Psychotherapy: Interventions to Facilitate Communication / Edited by C.A. Malchiodi, D.A. Crenshaw. - Publisher: The Guilford Press, 2017. - 247 p.
15. Willans, A. Freedom to Learn: Creating a Classroom Where Every Child Thrives / A. Willans, C. Williams. - Publisher: New Society Publishers, 2018. - 240 p.
16. Yalom, I.D. Theory and Practice of Group Psychotherapy / I.D. Yalom, M. Leszcz. - Publisher: Basic Books, 2020. - 832 p.
Psychology
UDC 159.9.072.432
lecturer Dumnova Nadezhda Igorevna
State University of Humanities and Technology (Orekhovo-Zuyevo)
CREATION OF THE QUESTIONNAIRE «SYMPTOMS OF THE SECONDARY LINGUISTIC PERSONALITY»
Annotation. The article provides a justification for the feasibility of developing psychological methods for diagnosing the secondary linguistic personality. The study of the patterns of personality transformation of students actively studying foreign languages, is a poorly studied however important problem. In recent years, there have been more and more studies of the "secondary linguistic personality", primarily from the standpoint of linguistics, but despite the prevalence of the phenomenon, there are practically no actual psychological studies of personality transformation in conditions of intensive use of foreign languages. The current state and processes of interethnic communication in our society makes it necessary to investigate the phenomena of the "linguistic personality", "secondary linguistic personality", which until now have not been the subject of study of personality psychology. Important tasks of studying the "secondary linguistic personality" are to determine its structure, specific phenomena (symptoms, indicators), as well as the stages of formation, in particular, of students of linguistic specialties who intensively study foreign languages. In fact, both in our country and abroad, this topic remains poorly studied. Research interest in the phenomenon of the "secondary linguistic personality" is clearly expressed in various spheres of social and humanitarian knowledge. It should be noted that to date, very few studies of the linguistic personality at the personal-psychological level have been presented in the literature, nevertheless, some productive ideas have been expressed about the structure of the linguistic consciousness of the individual (Galperin), the relationship of speech, language and creativity of the individual (Zhinkin); the inner form of the word, spirituality and self-awareness of the individual (Shpet), linguistic abilities (Kabardov), the effects of language on some personality structures (Benet-Martinez, Gosling, Kempen, Morris, Pennebaker, Potter, Ramirez-Esparza, Haritatoz, Hermans, Hong, Chiu, Bryoniz, Van de Vijver, Montgomery, Schwartz, Falet, Griffith, Furnam, Chamorro-Premuzic, Sharp, Chang, Liu, Lee, Erton). However, these and other studies cannot claim integrity in the study of the issue.
As a result, studying the "secondary linguistic personality" phenomenon is characterized by:
- insufficient elaboration of the psychological interpretation of the concepts of the "linguistic personality" and the stages of formation of the "secondary linguistic personality" of students who are in the process of learning a foreign language;
- the necessity of taking into account the totality of phenomena that undergo changes and develop in the process of learning a foreign language and taking into account the fact that students studying languages change psychologically, and not only in terms of their "language competence" and the assimilation of cultural norms;
- the necessity to use a psychological approach in the study of general and specific features of the formation of the secondary linguistic personality in the process of teaching a foreign language not only in secondary, but especially, in higher education;
- insufficient development of psychological tools for studying the phenomenon of the "secondary linguistic personality";
- the actual absence in personality psychology of distinct ideas about the changes in the personality of students, which are determined by the processes of learning foreign languages in the conditions of their professional study at the university.
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. Изучение закономерностей трансформации личности студентов, активно изучающих иностранные языки, является малоизученной и важной проблемой. В последние годы появляется все больше исследований «вторичной языковой личности», прежде всего, с позиций лингвистики, но, несмотря на распространенность явления, практически нет собственно психологических исследований трансформации личности в условиях интенсивного пользования иностранным языком/языками. Современное состояние и процессы межнационального общения нашего общества вызывают необходимость исследовать феномены «языковая личность», «вторичной языковой личности», которые до настоящего времени не были предметом изучения с позиций психологии личности. Важными задачами изучения «вторичной языковой личности» являются определение ее структуры, специфических феноменов (симптомов, показателей), а также этапов формирования, в частности, у интенсивно изучающих иностранные языки студентов лингвистических специальностей. Фактически в нашей стране и за рубежом данная тема остается малоизученной. Исследовательский интерес к феномену «вторичной языковой личности», отчетливо выражен в различных сферах социально-гуманитарного знания.
Следует отметить, на сегодняшний день в литературе представлено крайне мало исследований языковой личности на личностно-психологическом уровне, тем не менее были высказаны некоторые продуктивные идеи о структуре языкового сознания личности (П.Я. Гальперин), взаимосвязи речи, языка и творчества личности (Н.И. Жинкин); внутренней форме слова, духовности и самосознании личности (Г.Г. Шпет), языковых способностях (М.К. Кабардов), воздействия языка на некоторые структуры личности (В. Бенет-Мартинез, С. Гослин, Г. Кемпен, М. Моррис, Дж. Пеннебейкер, Дж. Поттер, Н. Рамирез-Эспарза, Дж. Харитатоз, Г. Херманс, Й. Хонг, Ч. Чиу, Э. Брайониз, Ф. Ван де Виджвер, М. Монтгомери, С. Шварц и К. Фалет, Р. Гриффит, А. Фурнам, Т. Чаморро-Премьюзик, А. Шарп, С. Чанг, С. Лю, Ю. Ли, И. Эртон). Однако, эти и другие исследования не могут претендовать на цельность в изучении вопроса.
В итоге состояние изучения явления «вторичная языковая личность» характеризуется:
- недостаточной разработанностью психологической интерпретации понятий «языковая личность» и этапов формирования «вторичной языковой личности» обучающихся, находящихся в процессе изучения иностранного языка;
- необходимостью учета совокупности феноменов, которые претерпевают изменения и получают развитие в процессе изучения иностранного языка и принятием во внимание того факта, что изучающие языки студенты изменяются в психологическом плане, а не только в плане их «языковой компетенции» и усвоения культурных норм;
- необходимостью использования психологического подхода в изучении общих и специфических особенностей формировании вторичной языковой личности в процессе обучения иностранному языку не только в средней, но и, особенно, в высшей школе;
- недостаточной разработанностью психологического инструментария для изучения феномена «вторичная языковая личность»;
- фактическим отсутствием в психологии личности отчетливых представлений о тех изменениях личности студентов, которые детерминированы процессами изучения иностранных языков в условиях его профессионального изучения в ВУЗе.
Ключевые слова: языковая личность, вторичная языковая личность, трансформация личности, углубленное изучение иностранных языков, психологические методы изучения вторичной языковой личности.
Introduction. The study of the patterns of personality transformation of students actively studying foreign languages is a poorly studied however important problem. In recent years, there have been more and more studies of the "secondary linguistic personality", primarily from the standpoint of linguistics, but despite the prevalence of the phenomenon, there are practically no actual psychological studies of personality transformation in conditions of intensive use of a foreign language/languages.
The current state and processes of interethnic communication in our society make it necessary to investigate the phenomena of the "linguistic personality", "secondary linguistic personality", which until now have not been the subject of study of personality psychology. Important tasks of studying the "secondary linguistic personality" are to determine its structure, specific phenomena (symptoms, indicators), as well as the stages of formation, in particular, of students of linguistic specialties who intensively study foreign languages.
In fact, both in our country and abroad, this topic remains poorly studied. Research interest in the phenomenon of the "secondary linguistic personality" is clearly expressed in various spheres of social and humanitarian knowledge. It should be noted that to date, very few studies of the linguistic personality at the personal-psychological level have been presented in the literature, nevertheless, some productive ideas have been expressed about the structure of the linguistic consciousness of the individual (Galperin), the relationship of speech, language and creativity of the individual (Zhinkin); the inner form of the word, spirituality and self-awareness of the individual (Shpet), linguistic abilities (Kabardov), the effects of language on some personality structures (Benet-Martinez, Gosling, Kempen, Morris, Pennebaker, Potter, Ramirez-Esparza, Haritatoz, Hermans, Hong, Chiu, Bryoniz, Van de Vijver, Montgomery, Schwartz, Falet, Griffith, Furnam, Chamorro-Premuzic, Sharp, Chang, Liu, Lee, Erton). However, these and other studies cannot claim integrity in the study of the issue.
As a result, the state of studying the "secondary linguistic personality" phenomenon is characterized by:
- insufficient elaboration of the psychological interpretation of the concepts of the "linguistic personality" and the stages of formation of the "secondary linguistic personality" of students who are in the process of learning a foreign language;
- the necessity of taking into account the totality of phenomena that undergo changes and develop in the process of learning a foreign language and minding the fact that students studying languages change psychologically, but not only in terms of their "language competence" and the acception of cultural norms;
- the need to use a psychological approach in the study of general and specific features of the formation of the secondary linguistic personality in the process of teaching a foreign language not only in secondary, but especially, in higher education;
- insufficient development of psychological tools for studying the phenomenon of the "secondary linguistic personality";
- the actual absence in personality psychology of distinct ideas about the changes in the personality of students, which are determined by the processes of learning foreign languages in the conditions of their professional study at the university.
Presentation of the main material of the article. The methodology is based on the hypothesis that when a certain type of psychological symptoms is detected, it is possible to speak about the origin of the "secondary linguistic personality" from the psychological point of view, not linguistical. Among other things, we can distinguish the following features of the appearance of a "secondary linguistic personality", according to which the questions in the questionnaire were divided into 4 groups: linguistic easiness; attitude towards learning a foreign language and its culture; positive mental states; communicative activity.
Learning a foreign language involves not only mastering a foreign language competence, but also the ability to learn, to communicative flexibility, the ability to psychologically engage in the learning process and emotional stability. The effectiveness of the process of mastering a foreign language is associated with the psychological readiness of the student to learn and apply a particular foreign language both in the classroom and in everyday life, to believe in their own abilities, not to be afraid to make mistakes and not to feel "shy" while communicating the studied language, to be able to overcome psychological barriers [5].
There can be found a number of works by researchers aimed at studying aspects of the transformation of linguistic consciousness that occurs under the influence of the process of learning a foreign language. It has been proven that people who speak two or more languages differ in the following ways:
- higher level of intelligence [11];
- better developed cognitive abilities [6];
- developed metalinguistic abilities [8];
- better memory [9];
- developed ability to solve problems [13].
Based on the stated above, the group of questions united by the name "Linguistic Easiness" of the author's questionnaire "Symptoms of the Secondary Linguistic Personality" contains the following types of questions: "Is it easy for you to understand foreign speech on hearing?", "Is it difficult for you to remember new words?", "Is it difficult for you to get used to the fact that foreigners "see" the world in a different way?".
Culture is an integral part of the language and thinking interaction. Cultural customs, models, lifestyles and views of the world that are specific to a particular culture are reflected in the language [14]. According to our views, interest in the culture of foreign language can be considered as a sign of the manifestation of the secondary linguistic personality. To diagnose it, there are presented the following questions in the methodology: "Are you interested in the culture/history of the countries of the studied language?", "Do you sympathize with the residents of the country of the studied language?", etc.
It can also be assumed that positive attitude to a foreign language can serve as a favorable factor for the manifestation of the phenomenon of the "secondary linguistic personality". Markova distinguishes several levels of attitude to the study of foreign language [3]:
- negative attitude, when the motives for avoiding trouble prevail, there is no interest and adequate self-esteem, and all failures are explained by external causes;
- neutral (passive-indifferent) attitude is observed when a student does not set any goal, and he/she is indifferent to the results of the educational process;
- positive (amorphous) attitude, when a person shows a cognitive interest in the result of study, understands and performs tasks on the pattern, but does not have clear motives ("Did you like learning foreign language while studying at school?");
- positive (conscious) attitude, when the student has a goal independently set, the motives and goals of his/her actions are consciously correlated ("Would you like to learn another foreign language?");
- positive (active, creative) attitude is shown if the student constantly improves the ways of learning, applies them in new conditions, has a high self-esteem and is capable of self-education (Do you like to read books by authors of the country of the studied language in the original and / or in the translation?);
- positive (responsible) attitude, which is typical for people who are ready to improve the ways of cooperation with other people, who are able to take different conditional positions in joint work, actively and independently set goals and quickly move towards their implementation ("Do you apply your knowledge of a foreign language in your daily life?").
The view of researchers on the problem of learning foreign languages is directed to the problem of formation of speech skills and abilities [4], the phenomena of language barrier [5], motivation and self-confidence [2]. Emotions are pointed as important motivators in the process of learning a foreign language [10].
Anxiety is one of the most well-known and common types of emotions that affect on learning a second language. Students with high levels of anxiety experience acute harrowing anxiety, fear and increased heartbeat, when learning a second language, such as communicative anxiety caused by the actual and/or expected need to communicate in a foreign language with another student or teacher. Since anxiety, as most studies show, negatively affects the process of language learning [7], we consider that it will act as a factor that inhibits the development of the secondary language personality (questions included: "Do you strongly feel anxiety when you can't explain yourself to a foreigner?", Are you afraid of the need to communicate with a native speaker of the studied language?", "Do you feel awkward when people around you speak a foreign language and you understand nothing?").This anxiety is dominant and has the most negative impact on learning a second language. Due to anxiety caused by the control of knowledge and skills, the student experiences mental suffering before, during and after the test task or exam, which usually leads to a low score.
This type of anxiety is caused by a number of reasons, such as a previous negative experience when passing tests, waiting for upcoming tests and/or exams can cause strong emotional discomfort, which, in turn, leads to the appearance of another reason: insufficient preparation for the lesson, preparation for it at the very last minute or total absence of preparation for the lesson due to the inability to plan their time, inability to organize themselves, the complexity of the studied material, a large amount of homework, etc. (questions included: "Are you in a good mood before a foreign language lesson?", "Are you in a good mood after a foreign language lesson?", "Would you like to spend more time studying a foreign language?").
The third type of anxiety is the fear of getting an unsatisfactory mark, the fear of judgment and the constant expectation of negative opinion from other students and the teacher, an attempt to avoid test situations because of the danger of failure (questions: "Are you afraid of making mistakes when communicating with a native speaker of the studied language?", "Are you ashamed when you make mistakes in speech in a foreign language?", "Are you pleased to "show off' your knowledge of a foreign language in the company?").
Self-confidence is a necessary quality of any person who wants to achieve success in education. Success in learning a foreign language also largely depends on the student's confidence in their abilities ("Are you pleased to "show off' your foreign language knowledge in a company?", "Do you feel proud when you can understand and translate into Russian what your interlocutor told you in a foreign language?" and so on). Lack of self-confidence, self-assurance, fear of making a mistake, low self-esteem, the expectation of failure and the fear of becoming the object of criticism lead to increased anxiety, which develops "tightness", and can have a negative impact on the process of learning a foreign language, cause a negative attitude to it, reduce motivation, being a serious barrier. The student will constantly experience the fear of failure and humiliation, feel inadequate, be distracted from completing tasks and thus create new barriers for himself ("Do you feel uncomfortable when you travel abroad and everyone around you does not understand Russian, and you have to explain yourself in a foreign language?", "Do you experience a state of discomfort when you watch a movie or cartoon in the studied language"). Self-confidence can consist of many different components, such as confidence in the ability to communicate using a second language at the proper level, confidence in getting a good and/or an excellent mark when passing tests or exams, confidence inability to comprehend and show excellent results when learning foreign languages, confidence to cope with any stressful situation in the classroom or in life [2].
In our opinion, self-confidence will be a factor contributing to the acceleration of development of the secondary linguistic personality.
The answers to the questions of this group in the questionnaire were evaluated by us in terms of whether positive or negative mental states that the test subjects experience while using/learning a foreign language. In this case, we assume that the conditions conducive to the intensive formation of the secondary linguistic personality is the experience of positive mental states when learning or using a foreign language [12]. Points are awarded to test subjects if they experience positive mental states when using a foreign language or in the process of learning it. Questions about the experience of negative mental states are reversible by this methodology. Negative answers of respondents to reverse questions show that it is not typical for them to experience negative mental states when speaking a foreign language.
In Russian psychophysiology, Kabardov studied individually typical techniques and methods of mastering foreign language speech in conditions of intensive studying, as well as determination of the psychophysiological mechanisms underlying individually peculiar ways of mastering a foreign language [1]. Our hypothesis was that a person immersed in the process of intensive study of a foreign language becomes more labile, active and sociable.
Among the questions in this group are: "Do you consider your range of interests as quite wide?", "Do you easily make contact with unfamiliar/little-known people?", "Do you sometimes get bored because you have nothing to do?".
The questionnaire "Symptoms of the Secondary Linguistic Personality" consists of 67 questions united in 4 groups: "Linguistic Easiness", "Attitude towards the Studied Language and its Culture", "Positive Mental States", "Communicative Activity".
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 significantly 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.
In the questionnaire "Symptoms of the Secondary Linguistic Personality", tests subjects are required to answer questions "Yes", "No", "Do not know". 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 each symptom of the secondary linguistic personality is.
With the help of the author's method 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 total) 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.
The author's questionnaire "Symptoms of the Secondary Linguistic Personality" allowed to obtain the following data. The responses of the test subjects of the compared groups vary significantly in the groups of questions: "Linguistic Easiness" СЛми=30Д; v=1, n=169), "Attitude towards the Studied Language and its Culture"^0001=52,5; v=1, n=169), "Positive Mental States" (/0.0i=8/7; v=1, n=169).
The author's methodology "Symptoms of the Secondary Linguistic Personality" does not allow to differentiate the subjects of the contrasting groups by such symptoms as "liability", "rigidity", "activity", "communicativeness" (^=0.00022, v=1, n=169).
Conclusions. The author's method "Symptoms of the Secondary Linguistic Personality" allows to distinguish specific manifestations, included to a system of natural changes in students' personalities, who study language in depth and effectively.
Since the reliability of the questionnaire "Symptoms of the Secondary Linguistic Personality" for all groups of questions: "Linguistic Easiness", "Attitude towards the Studied Language and its Culture", "Positive Mental States", "Communicative Activity" is at a high level of confidence (p<0.001, n=44), in general, the method can be considered as a statistically reliable tool for studying the symptoms of the phenomenon.
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, the 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.
Literature:
1. Кабардов, М.К. Роль индивидуальных различий в успешности овладения иностранным языком: автореф. дисс...канд. психол. наук: 19.00.01 / Мухамед Каншобиевич Кабардов. - Москва, 1983. - 25 с.
2. Куницына, В.Н. Межличностное общение. Учебник для вузов / В.Н. Куницына, Н.В. Казаринова, В.А. Погольша. -СПб.: Питер, 2001. - 544 с.
3. Маркова, А.К. Психология профессионализма / А.К. Маркова. - М.: Знание, 1996. - 308 с.
4. Соловова, Е.Н. Методика обучения иностранным языкам: Продвинутый курс лекций / Е.Н. Соловова. - М.: АСТ, 2010. - 272 c.
5. Шакуров, Р.Х. Барьер как категория и его роль в деятельности / Р.Х. Шакуров // Вопросы психологии. - 2001. -№ 1. - С. 3-18.
6. Bamford, K.W. Cognitive and attitudinal outcomes of an additive bilingual program / K.W. Bamford, D.T. Mizokawa. -Wash., 1991. - 51 p.
7. Dewaele, J.M. Reflections on the emotional and psychological aspects of foreign language learning and use / J.M. Dewaele // Anglistik: International Journal of English Studies. - 2011. - Vol. 22. - № 1. - P. 23-42.
8. Galambos, S.J. The effects of learning two languages on levels of metalinguistic awareness / S.J. Galambos, S. Goldin-Meadow // Cognition. - 1990. -Vol. 34. - № 1. - P. 1-56.
9. Kormi-Nouri R. Episodic and semantic memory in bilingual and monolingual children / R. Kormi-Nouri, S. Moniri, L.G. Nilsson // Scandinavian Journal of Psychology. - 2003. - Vol. 44. - № 1. - P. 47-54.
10. MacIntyre, P.D. The Baby, the Bathwater, and the Future of Language Learning Motivation Research. Motivation, Language Identity and the L2 Self / P.D. MacIntyre, S.P. MacKinnon, R. Clément [and others.]. - Bristol: Multilingual Matters, 2009. - P. 43-65.
11. Peal, E. The relation of bilingualism to intelligence / E. Peal, W.E. Lambert // Psychological Monographs. - 1962. - Vol. 76. - №27. - P. 1-23.
12. Riasati, M.J. Willingness to speak English among foreign language learners: A causal model / M.J. Riasati // Cogent Education. - 2018. - Vol. 7. - №1. - P. 1-17.
13. Stephens, M.A. Bilingualism, creativity, and social problem-solving / M.A. Stephens, G.B. Esquivel. - N.Y.,1997.
14. Van Niejenhuis C. Sojourners' second language learning and integration. The moderating effect of multicultural personality traits / С. Van Niejenhuis, S. Otten, A. Flache // International Journal of Intercultural Relations. - 2018. - Vol. 63. -P. 68-79.
