Secondary language personality and principled pragmatism in developing that personality in foreign language education at tertiary linguistic schools

Tarnopolsky, Oleg; Kozhushko, Svitlana P.; Kliuchnyk, Ruslan M.; Storozhuk, Svіtlana; Li, Shuying

doi:10.1080/2331186x.2021.1898736

Cited by 3 publications

(3 citation statements)

References 6 publications

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“…On the other hand, listening skills for students in pesantren do not receive support from the Arabic learning curriculum. However, the language learning especially in the aspect of listening skills is the most important part (Richards, 2017), because learning a foreign language such as Arabic should actually be able to develop the abilities of each student (Tarnopolsky et al, 2021).…”

Section: Resultsmentioning

confidence: 99%

Response of Students to Arabic Learning Curriculum in Pondok Pesantren

Putra

2022

aflj

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Arabic learning curriculum in the pesantren becomes a dilemma because learning resources are mainly used in Arabic, so the presence of an Arabic learning curriculum seems to undermine the ability of students to use Arabic. This study aimed to describe the responses of students on the Arabic learning curriculum with its various aspects. This study was conducted with a quantitative approach and the data collected were on a Likert scale on 68 people. Based on the results, according to the students, the Arabic learning curriculum in the pesantren students is not so important considering that various learning resources have used Arabic. The role of the Arabic learning curriculum in the pesantren, especially in the conservative aspect, has been accommodated in the pesantren curriculum, while from the creative aspect, students are of the view that the Arabic learning curriculum has a role to develop creativity, especially from the communication aspect. On the other hand, the perception of students towards the Arabic learning curriculum in the pesantren contains critical values for cultural development in accordance with the Indonesian character.

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Section: Resultsmentioning

confidence: 99%

Response of Students to Arabic Learning Curriculum in Pondok Pesantren

Putra

2022

aflj

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“…Overall, the methodological framework for the development of the secondary professional language personality of the stakeholders of the non-linguistic specialties in tertiary education is coherent with the pragmatically combined approach that was originally based on the principled pragmatism by O. Tarnopolsky et al (2021) [15]. For example, the course, aimed at development of the secondary language personality of a journalist, is recommended to maximize learning opportunities because if there are more POELC skills, trained in job related learning activities at university English language class, and more linguistic, communicative, and cultural learning materials, it will contribute more to formation of the targeted level of the pragmalinguistic proficiency in students.…”

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confidence: 80%

Learner Needs Analysis of Future Journalists Through the Prism of Personal-Oriented and Pragmatic Approaches to Integrated Learning of the English Language

Мазур

2022

Вісник ЖДУ імені Івана Франка. Педагогічні науки

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The presented study reveals the theoretical prerequisites for the expediency of applying personally oriented and pragmatic approaches to the integrated learning of English for special purposes, in particular, when studying the learner needs of future journalists. The necessity to explore the specific learner needs in the field of professionally oriented English communication (POEC) of future journalists is determined by the requirement to adapt the language policy in higher education institutions in accordance with the demands for interrelated vocational and professional English language training of a future specialist. The formation of the secondary professional English-speaking personality of a future journalist depends on support of communicative interaction in English at classes; strengthening of conscious language learning; providing the journalism contextualized input; integrated development of POEC skills; compliance with the social and cultural norms of English-language communication in the professional field of journalism and the development of intercultural tolerance. Understanding of the specifics of the POEC is facilitated by the involvement of linguistic and social categories of pragmatics in the context of foreign language learning, especially in the integrated learning of English for the special purposes (ESP) of future journalists, where the social dimension is equally significant as the cognitive one. Based on the consideration of the concept of learner needs and description of the main types, a questionnaire was drawn up for the analysis of the specific learner needs of future journalists in ESP. The questions relate to the objective and subjective educational needs, shed light on the peculiarities of students' perception of the necessity to develop English proficiency for successful journalism career, the frequency of performing specific types of job-related activities at ESP classes, awareness of preferred style, channel and medium of communication, and as well as pragmatic functions of journalist's speech. Levels of English language proficiency and knowledge of journalism terminology are taken into account, as well as the main challenges of learning and the relevance of the possibility of formation of particular skills of POEC within the traditional and integrated ESP.

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“…The primary linguistic identity is an inherent background formed during a lifetime based on the mother tongue and in the speech community in which that language is spoken. Background knowledge and mastery of communicative behaviours make up the foundations of the primary linguistic personality (Tarnopolsky et al, 2021).…”

Section: Problem Statementmentioning

confidence: 99%

Acculturation As A Reflection Of A 'Secondary Linguistic Identity In Intercultural Communication

Grebennikova¹

2022

The European Proceedings of Social and Behavioural Sciences

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This article aims to reveal the relationship between the secondary linguistic personality and successful acculturation and to show the necessary pedagogical actions to achieve this result. The authors monitor the interaction of enculturation, acculturation, and the impact of these processes on mastering the required competencies. The authors dwell on the concept of a secondary linguistic personality (SLP) built based on the model of a linguistic personality that takes a leading part in intercultural communication. The components, properties, abilities of a secondary linguistic personality, the nature of the phenomenon, and forming factors are defined in the present paper. Possibilities of the considered concept for understanding and implementing the core and preconditions for using the potential of personal development technologies in teaching foreign languages are revealed. The trajectory of the educational process of the subject's development in terms of language is outlined. The importance of integration of different technologies aimed at the development of cognitive and non-cognitive processes of the personality while learning a foreign language is indicated. The conditions of successful intercultural communication and pedagogical conditions contributing to the development of a secondary linguistic personality are stated. The scientific substantiation of the chosen conditions for the development of intercultural competence of university students as systematization of knowledge and development of conceptual notions of intercultural interaction in the personality's mind is presented.

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Secondary language personality and principled pragmatism in developing that personality in foreign language education at tertiary linguistic schools

Cited by 3 publications

References 6 publications

Response of Students to Arabic Learning Curriculum in Pondok Pesantren

Response of Students to Arabic Learning Curriculum in Pondok Pesantren

Learner Needs Analysis of Future Journalists Through the Prism of Personal-Oriented and Pragmatic Approaches to Integrated Learning of the English Language

Acculturation As A Reflection Of A 'Secondary Linguistic Identity In Intercultural Communication

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