Secondary language personality and the method of its formation in the process of teaching a foreign language in a non-language university

Ryzhova Julia Igorevna

The study relevance is due to the requirements of modern education to the communicative formation competencies of students, because the communicative competence is a priority for teaching foreign languages. Moreover, today in Russian universities a revision of teaching foreign languages methodology is necessary in order to form a full-fledged secondary language personality. This problem is especially acute for non-linguistic universities, since their curricula and programs have to increase the effectiveness of teaching foreign languages and focus on the end result of such training - the student’s ability to fully communicate in a second (non-native) language. The author of the article cites the data of an experimental case- study, the purpose of which is to identify the effectiveness of a secondary linguistic personality formation during training by modeling communicative situations method.

Keywords:linguistic personality, lingual didactics, linguistic culture, secondary linguistic personality, linguistic identity