ПСИХОЛІНГВІСТИЧНІ ОСОБЛИВОСТІ ФОРМУВАННЯ НАЦІОНАЛЬНОГО ХАРАКТЕРУ У СТУДЕНТІВ (Psycholinguistic peculiarities of the students’ national character formation)

摘要

Дисертаційне дослідження присвячене визначенню психолінгвістичних особливостей формування національного характеру у студентів у контексті оволодіння іноземною мовою. udУ дисертації проаналізовано теоретико-методологічні засади дослідження проблеми національного характеру та виявлено механізми його формування, обґрунтовано роль міжкультурного порівняльного підходу у формуванні національного характеру у студентів. Зроблено спробу представити процес формування національного характеру як комплексного та інтегрального феномена, що включає в себе сукупність пізнавальної, емоційно-ціннісної та практично-дієвої складових; побудовано концептуальну модель формування національного характеру із урахуванням психолінгвістичних особливостей. udРозроблено критерії, показники та рівні сформованості національного характеру та сконструйовано експериментальну програму формування національного характеру у студентів із урахуванням психолінгвістичних особливостей у контексті реалізації міжкультурного порівняльного підходу (The dissertation focuses on defining psycholinguistic peculiarities of the students’ national character formation in the context of second language acquisition. In this research the notion of national character is viewed as a system of national community’s attitudes to objective reality, which becomes apparent in a specific lifestyle of its representatives as well as peculiarities of culture, traditions, customs etc. udIn the context of psychological personality conceptions a system of attitudes is regarded as a triad of emotional, axiological (cognitive), and behavioral elements, which helps substantiate that the process of the national character formation is connected with the changes in emotional, cognitive personality spheres as well as concerns its practical strategies and tactics. Thus, national character is studied as a complex and structural phenomenon which consists of a theoretical level of knowledge, emotional and axiological concepts and attitudes as well as practical strategies and tactics, all of which function as dialectic correlation and indissoluble unity. udThe process of the national character formation foresees the development of its cognitive, emotional and axiological, as well as practical and active components, raising personality level of national self-consciousness and awareness of its national psychotype. The main mechanisms of the national character formation are national and cultural identification which can be realized by studying national and cultural values and ideals as well as by students’ understanding of their cultural uniqueness. udSecond language acquisition foresees not only studying categories of a language code, but penetration into cultural field and national character of foreign nationalities. In such a way, second language acquisition creates effective conditions of the national character formation because this process means studying and perceiving foreign cultural peculiarities which is impossible without realizing the essence of native cultural phenomena. Intercultural comparative approach in the conditions of second language acquisition based on the contrast and comparative analysis of foreign and native cultural phenomena helps students understand deeper peculiarities of their national spirit, encourages actualization of the needs for widening and deepening theoretical knowledge about national and cultural heritage of their national community, national self-identification and self-determination, as well as their self-realization in the sphere of national culture. udExperimental programme of the students’ national character formation based on psycholinguistic peculiarities in the context of using intercultural comparative approach was constructed. The key aspect of intercultural comparative approach in the conditions of second language acquisition was the study of national features in the light of two or more cultures which stimulated actualization of students’ knowledge and understanding of their cultural elements as well as deeper perception of their national psychological characteristics. udThe main components of the experimental programme were language units (words, phrases, sentences) as well as verbal and nonverbal national and cultural texts which contained information about history, traditions, cultural realias, and national peculiarities of foreign people. Organizational moment of the experimental programme foresaw using different forms of student’s work such as individual, pair, group etc. udThe experimental teaching process also included innovative methods of psychological and pedagogical activity aimed at forming structural components of the national character, namely discussions and various stimulating exercises like brainstorming, culture capsule, culture cluster as well as projects were used to develop cognitive component; role plays and games – emotional and axiological component; problematic situations, comparative analysis of behavioural models, speech etiquette formulas, nonverbal behaviour – practical and active component)ud