On the experience of constructing idiomatic thesauri within the framework of the taxon “linguistic personality” in Russian and English phraseology. Individual thesaurus as a knowledge system: the relationship between the concepts of “individual thesaurus” and “linguistic personality” Genetic model of language

Language personality

there is a personality expressed in language (texts) and through language, a personality reconstructed in its main features on the basis of linguistic means. In linguistics Ya. l. is a concept associated with the study linguistic picture of the world(JCM), which is the result of the interaction of a person’s value system with his life goals, motives of behavior, attitudes and manifests itself in the texts created by this person. A complete description of a linguistic personality for the purpose of its analysis or synthesis, according to Yu.N. Karaulova, assumes: a) a characteristic of the semantic-structural level of its organization (i.e., either an exhaustive description of it, or a differential one, capturing only individual differences and carried out against the background of the average representation of a given linguistic system); b) reconstruction of the linguistic model of the world, or thesaurus of a given person (based on the texts produced by her or on the basis of special testing); c) identification of its life or situational dominants, attitudes, motives, which are reflected in the processes of generating texts and their content, as well as in the peculiarities of perception of other people's texts. Ya l. - a multi-level concept characterized by the inconsistency of the relationship between stable and changeable elements, the stability of motivational predispositions and the ability to be subject to external influences and self-influence - inconsistency that manifests itself at each level of the self: semantic, cognitive and motivational. Stable, timeless, invariant part in the structure of Ya. l. correlates at the semantic level with the all-Russian language type and a stable part of verbal-semantic associations, at the linguistic-cognitive level - with the basic, invariant part of the NCM, at the motivational level - with stable communicative needs and communicative features, or readiness, informing about internal attitudes, goals and personal motives. T.n. timeless part in the structure of Ya. l. is such only on the scale of the personality itself, in relation to its temporary changes, turning out to be a product of a fairly long historical development.

Communication and interaction of levels in the structure of Ya. l. is carried out on the basis of extralinguistic information: from the verbal-semantic level it is easy to move to the linguistic-cognitive level and reconstruct the thesaurus of the personality. To move to the motivational-pragmatic level, additional information is needed about the social functioning of the individual and its conscious roles. Since personality is not only social, but also individual, when moving to its pragmatic level, a psychological component is necessary, namely an emotional one, which characterizes its specificity in the communicative and activity sphere.

Lit.: Dridze T.M. Interpretive characteristics and classification of texts (taking into account the specifics of interpretive shifts // Semantic perception of a speech message. - M., 1976; Zimnyaya I.A. Psychological scheme of semantic perception // Semantic perception of a speech message. - M., 1976; Bogin G.I. A model of linguistic personality in its relation to types of texts. Author's abstract. dis.... Dr. Philol. Sci. – L., 1984. Research on speech thinking in psycholinguistics. – M., 1985; Karaulov Yu.N. Russian language and linguistic personality. – M., 1987; His: Metatextual elements as a means of explication of linguistic personality (on the example of scientific works of V.V. Vinogradov) // Postgraduate collection of NSPU - 2001. Part 6. - Novosibirsk, 2001; Vinokur T.G. To the characteristics of the speaker. Intention and reaction // Language and personality. – M., 1989; Fedorchenko I.A. Metaphorical and metatextual constants of the linguistic personality of academician V.V. Vinogradova. Author's abstract. dis....cand. Philol. Sci. – Barnaul, 2002.

M.P. Kotyurova

Stylistic encyclopedic dictionary of the Russian language. - M:. "Flint", "Science". Edited by M.N. Kozhina. 2003 .

See what “Linguistic personality” is in other dictionaries:

LANGUAGE PERSONALITY- LANGUAGE PERSONALITY. Any speaker of a particular language, characterized on the basis of an analysis of the texts he produces from the point of view of using the means of a given language to reflect the surrounding reality (picture of the world). The term Ya. l.... ...

Language personality- a subject of communication, a person who creates a linguistic text, comprehends it, and uses it orally or in writing. This is a person who has a certain influence on other people through language: this is a person who speaks, eloquently, writes, ... ... Fundamentals of spiritual culture (teacher's encyclopedic dictionary)

linguistic personality- The concept of linguistic personality in Russian linguistics was once developed by Academician. V.V. Vinogradov. Then it was reflected in the most detail by Yu.N. Karaulov. (See: Karaulov Yu.N. Russian language and linguistic personality. / Responsible editor. member... ... Dictionary of linguistic terms T.V. Foal

Language personality- (English linguistic personality) cognitive communicative invariant, a generalized image of the bearer of cultural, linguistic and communicative activity values, knowledge, attitudes and forms of behavior. Prerequisites for the concept of Ya. l. laid down by the ideas of L.... ...

linguistic personality- And. I. Any speaker of a particular language, characterized on the basis of an analysis of the texts he produces from the point of view of the use in them of the systemic means of a given language to reflect his vision of the surrounding reality (picture of the world) and... ... Educational dictionary of stylistic terms

SECONDARY LINGUISTIC PERSONALITY- SECONDARY LINGUISTIC PERSONALITY. A person familiar with the culture of the people whose language is being studied. The term was introduced into scientific circulation by Yu. N. Karaulov (1989) and goes back to the concept of linguistic personality (i.e., native speaker), first used by V. V.... ... New dictionary of methodological terms and concepts (theory and practice of language teaching)

- – see Linguistic personality... Stylistic encyclopedic dictionary of the Russian language

LANGUAGE ENVIRONMENT- LANGUAGE ENVIRONMENT. A historically established association of people based on a common language and culture living in a certain territory. From a linguodidactic point of view, we can talk about Ya. as the environment in which language learning takes place.... ... New dictionary of methodological terms and concepts (theory and practice of language teaching)

Internet: linguistic specifics of communication- Today, in fact, a new form of linguistic interaction has emerged - written spoken language. Rus. the language exists on the Internet mainly. in the written version, but in the conditions of interactive network communication the pace of speech is close to its oral... ... Psychology of communication. encyclopedic Dictionary

LINGUISTIC FUNDAMENTALS OF THE METHODOLOGY- abbreviation, paragraph, automatic text processing, automatic translation, autonomous speech, speech adaptation, text adaptation, addresser, addressee, alphabet, speech act, active grammar, active vocabulary, active speech, active possession... ... New dictionary of methodological terms and concepts (theory and practice of language teaching)

Books

• Linguistic personality. Modeling, typology, portraiture. Siberian linguistic personology. Part 1 , . The main focus of the monograph is on studying the phenomenon of linguistic personality in the mental and psychological aspect. The book presents the results of research by Siberian linguopersonologists in...

1. Yu.N. Karaulov on the structure of linguistic personality

According to Yu.N. Karaulova, “a linguistic personality is a personality expressed in language (texts) and through language; it is a personality reconstructed in its main features on the basis of linguistic means” 41.

Yu.N. Karaulov distinguishes three levels of organization in the structure of a linguistic personality:

1) associative-semantic, or lexicon, including a fund of lexical and grammatical means used by a person, i.e. in the discourse of linguistic personality;

2) cognitive, characterizing the picture of the world inherent to the individual and embodied in it thesaurus;

3) motivational ( pragmatist), covering the communicative and activity needs of the individual, his driving motives, attitudes and goals, and summarized in a set or grid of intentionalities associated with specific speech acts: hopes, desires, fears, etc.

Scheme 7. Structure of linguistic personality (according to Yu.N. Karaulov)

Associative semantic network Communication network

L – lexicon, S – semanticon, G – grammaron, P – pragmaticon,

T – thesaurus.

Associative semantic network is built from units of the lexicon, includes in its sphere the lexicon and the semanticon, which is inextricably linked with it.

communication network, the nodes of which are the units of the pragmatikon, also covers the grammaticon, which is communicatively oriented in nature.

The structure of a linguistic personality includes both verbalized and non-verbalized parts. Non-verbalized part linguistic personality includes a number of motives, attitudes, goals, intentionalities, as well as a significant number of grammatical laws, rules and structures that are not conscious of the individual and do not pass through the sphere of his linguistic consciousness. Verbalized part belongs to the sphere of linguistic consciousness. Therefore, by studying verbal manifestations of linguistic consciousness (for example, texts), one can get an idea of ​​its scale, methods of manifestation and its distribution across different spheres and levels.

The thesaurus of a linguistic personality represents the center of its verbalized part. “The thesaurus and pragmaticon are what ultimately interests the reader... The thesaurus is revealed... in the processes of perception and understanding by a linguistic personality of the texts of other characters, and the pragmaticon - in the processes of speaking, i.e. in her discourse" 42. At the same time, at the thesaurus (linguo-cognitive) level, generalized concepts, large concepts, ideas should be considered as units, the relationships between which are of a subordinate-coordinative nature and are built into an ordered, fairly strict hierarchical system, which does not directly, but reflects the structure of the world, a distant analogue of which can be an ordinary thesaurus.

Stereotypes at this level are stable standard connections between descriptors, which are expressed in generalized statements, from all the richness and diversity of which each linguistic personality chooses exactly those that correspond to stable connections between concepts in her thesaurus and thereby express “eternal” for her truths that largely reflect and determine her life credo, her life dominant.

Yu.N. Karaulov, analyzing the texts of fiction in his work, notes that the verbalized part of the pragmatikon consists of stereotypes of textual transformations, or ways of representing and operating precedent texts of a given culture.

Based on this statement, it can be assumed that the verbalized part of the pragmaticon of newspaper and journalistic texts also consists of stereotypes of textual transformations as ways of representing stable stereotypes of mass linguistic consciousness - mythologems, which will be different depending on what audience the newspaper and journalistic text is aimed at.

At the same time, the verbalized part of the pragmaticon constitutes the deep layer in the organization of the linguistic personality, while the surface layer belongs to the lexicon.

Thus, 1) the lexicon plays an auxiliary role in the process of recreating the characteristics of a linguistic personality; 2) the lexicon largely overlaps with the thesaurus.

LINGUODIDACTICS ABOUT THESAURUS OF A LINGUISTIC PERSONALITY

PIVKIN S.D.

The qualitative characteristics of the thesaurus of a multicultural linguistic personality are considered at three levels of its organization: verbal-semantic, linguocognitive and epistemological. Particular attention is paid to developing the ability to understand the phenomena and events of the linguistic image of the world in the conditions of intercultural communication.

In connection with the description of a multicultural linguistic personality, as it appears in intercultural communication, we can say that its thesaurus undergoes significant changes when mastering a non-native language. In some studies of multicultural (secondary) linguistic personality, special attention is paid to the formation of a “linguistic picture of the world”, as opposed to a “conceptual” or “global picture of the world”, which, according to its authors, respectively form thesaurus I and thesaurus II.

The formation of thesaurus I is associated with the cognitive (thesaurus) level of the linguistic personality according to the well-known scheme of Yu.N. Karaulov, but not only with him. The lower verbal-semantic level preceding the first is also important for the formation of a personality thesaurus, since a personality can manifest itself in word creativity, meaningful choice of non-standard phrases and original figures of speech, albeit within the limited framework of speech patterns. Individuality can most fully manifest itself in the ways of hierarchizing concepts, since at this level a person operates with concepts and ideas, which significantly expands his ability to design a linguistic picture of the “text-world” and “himself-text”. Here, at the cognitive level, she (the linguistic personality) is prepared for the semantic perception of hypertext in its broad sense, which involves the passage of four interconnected phases:

1. phase of semantic forecasting;

2. phase of verbal comparison;

The paper studies quality characteristics of thesaurus for multicultural linguistic personality as seen within three levels framework: verbal, cognitive and

gnosiological. A focus is on forming the ability of learning linguistic presentation of the world in the intercultural communication.

3. phase of establishing semantic connections

Between words

Between semantic links

4. phase of meaning formulation.

The problem of forming a thesaurus of a linguistic personality takes on a new dimension if we add to the existing idea of ​​it a special vision of it (the personality) in the context of a multicultural and multimodal world in which we all find ourselves and an alternative to which is difficult to imagine within the framework of actively developing multilingual societies. Mastering non-native languages ​​plays an important role in this vision. In fact, even a cursory glance at the problem suggests that the thesaurus of a person developing his knowledge and improving his skills and abilities in using his native language are not the same when it comes to mastering a second and subsequent languages. Some researchers even talk about a hypothetical thesaurus II, endowing it with specific features. It is clear that such a division is very conditional, but obviously justified, at least for educational purposes. The idea has the right to exist as a scientific hypothesis that contains a significant substantive aspect that deserves careful consideration. What is this Thesaurus II? Will try to figure this out.

When we talk about consciousness, then, of course, we mean that a person has one consciousness, and it cannot be decomposed into separate component parts. At the same time, when mastering non-native languages ​​in linguodidactics, it is customary to interpret consciousness in a special way in terms of content. The fact is that people’s awareness of the world around them, due to the specificity of their life activities, occurs in a specific culture. Culture in human society is unthinkable without language and is connected with it in the most direct way. Within one linguocultural reality, a special social experience, view and knowledge about the world around us develops. We are talking about a verbalized or “linguistic picture of the world”, in which the native language, due to its natural nature, occupies a dominant position. On the basis of the native language, or more precisely, on the basis of its associative-verbal network, a thesaurus I is formed (in a certain sense, limited within the framework of one language system), which is specific to each specific language. Further, it extends to the cognitive sphere, expands, and covers the pragmatic level, i.e. takes into account the complex motives of the activity performed and the individual experience of a native speaker. When studying a foreign language, an individual encounters manifestations of a different culture, which he perceives through the filter of the meaning-forming context of his native language, i.e. his idea of ​​the global world is not only changing, but becoming even wider and more diverse. Hence the need arises to highlight thesaurus II as a separate aspect for consideration in modern linguodidactics.

As a matter of fact, the formation of a thesaurus of a linguistic personality occurs mainly at the cognitive level, since at this level an idea of ​​the real world is formed. At the same time, in linguodidactics it is customary, relatively speaking, to distinguish between two spheres of consciousness - cognitive and linguistic, behind which there are two pictures of the world. Cognitive consciousness is not identical to linguistic consciousness due to the fact that it reflects a wider layer of phenomena and objects that go beyond

the cultural framework of one linguo-society, but rather covers the objective reality and culture of all humanity or large groups of it. The linguistic picture of the world characterizes the vision of a particular people, its culture, way of life and national identity and is completely integrated into the cognitive one. Linguistic consciousness is a verbal way of reflecting reality by people speaking the same language. It characterizes both the linguistic and cultural community as a whole and each of its individual representatives.

Since the concepts of “linguistic and cognitive consciousness” are considered in linguistic didactics when explaining phenomena associated with the acquisition of non-native languages, it seems quite natural to turn to the extent to which the acquisition of a foreign language influences a person’s consciousness. T.K. Tsvetkova draws our attention to two aspects. Firstly, when mastering a non-native language, a change occurs in the actual linguistic consciousness, behind which until now there was only the native language. As a result, we can talk about the formation of a hybrid structure that is integrated into an already formed earlier language system. Secondly, by qualitatively influencing the linguistic picture of an individual, a new language inevitably affects the general picture of the world in the cognitive sphere. The introduction of a new language system into the consciousness of an individual leads to a change in his view of the world around him, its concepts, relationships and values.

If we return to the levels of organization of a linguistic personality, we should recall that the verbal-semantic level reflects a limited part of knowledge about the world, which is enshrined in texts, as well as the knowledge itself (semantics is objectified in explanatory dictionaries, knowledge about the world in encyclopedic ones). However, between him there are, as Yu.N. emphasizes. Karaulov, significant differences lie in the fact that semantics is associated with the identification of a thing, while knowledge about the world is activity-oriented. From sensory individual experience (activity), as well as language and texts, a person draws a variety of meanings.

knowledge about the world. In addition, semantics is homogeneous in all areas of its application, but knowledge about the world, enshrined in words, is unequal: among them there are more significant and less significant. Therefore, from the point of view of the development of a linguistic personality, the thesaurus level of organization of a linguistic personality seems to be much more capacious, which gives us a much deeper and more objective picture of the individual’s assimilation of knowledge about the world. The cognitive space with which the personality thesaurus is associated is very heterogeneous; words, fragments of phrases, images, fragments of the subconscious and entire areas of knowledge, etc. can be hidden behind it. With all the heterogeneity of the listed series, a fairly clear picture of the reflection of reality in individual perception emerges: it can be an unusual image, supplemented by personal experience, a special attitude, or emphasized by a specific context. “In other words, the thesaurus of personality, as a way of organizing knowledge about the world, has a clearly expressed tendency to standardize its structure, to align it among different members of a community speaking the same language, while simultaneously being arbitrary in the ways of its subjectification, its individual fixation, individual appropriation” . If it were otherwise, then the endlessly varied speech practice would disrupt interaction and mutual understanding between people and lead to chaos in communication. At the same time, we should not forget that the individualized way of displaying the real world inherent in a person is also important, since it brings the stamp of personal experience into the linguistic picture of the world and is fully integrated into the universal human idea of ​​it. In this endless flow of knowledge exchange, there are no breaks, the cause of which may be the “isolation” of the individual thesaurus from the collective experience.

It's a different matter when it comes to mutual understanding between subjects speaking different languages. “...To understand” a phrase or text means, “passing” it through your thesaurus, relating it to your knowledge and

find a “place” corresponding to its content in the picture of the world.” Knowledge of a foreign language is very important for adequate understanding of an interlocutor speaking that language. However, in some cases this is clearly not enough if this knowledge does not take into account the specific difficulties of the subject or topic under discussion, or even simply the foundations, national traditions and cultural characteristics of the people in whose language the dialogue is being conducted.

Let us clarify our idea by turning to the semantic series and thesaurus in a comparative manner. Semantics tends to be unjustifiably “bloated”, while the thesaurus is potentially more capacious, although it is presented very sparsely. The deployment of a thesaurus greatly enriches the initial image and knowledge of the world, and if we talk about a student of a foreign language, then it seems fundamentally important for him to delve into the atmosphere of a non-native language, enter its depths and feel like part of the “new world”. The transition from subjectivized linguistic semantics to a subjective thesaurus, in essence, means a transition from words and expressions to knowledge and, therefore, significantly expands the individual’s ability to understand the world around him in the form in which it appears to him. The knowledge that a person receives along with a non-native language reveals to him all the richness of the ethnocultural heritage of the people, without which the language of this people has turned into a stillborn sign, doomed to extinction.

The transition from a verbal-semantic network to a thesaurus occurs at the cognitive level, because previously “. the transition turns out to be impossible not only because of the insufficiency of this knowledge, but mainly because of the lack of reflection at this level (whether in an associative network or in an explanatory dictionary) of socially determined experience, motives and attitudes of the individual, ideologically significant values ​​for a given society and preferences, due to the absence, finally, of an epistemologically determined need for a constant increase in the amount of knowledge. Sum of knowledge

(society, humanity), as something fixed and static, is deposited and consolidated not only with the help of language, not only in texts, its embodiment and materialization is the whole culture, all products of civilization, every artifact...”

Finally, considering a holistic linguistic personality in the process of communicative-cognitive activity, one cannot fail to note evidence that linguocognitive transformations indicate the importance of the thesaurus as an intermediate link in the relationship between semantics and epistemology. A thesaurus without an act of cognition is meaningless; it in itself does not lead to any activity. “Activity is a property of the subject, and the movement between the areas of the thesaurus, its dynamics are determined by the dissimilarity, non-convergence, incongruence of the image of reality actually reflected by the individual (its fragment, its element) and the image that was previously formed in his subjective thesaurus. This disassociation is the “trigger mechanism” of cognition. The latter is always individual, but socially repeatable." Epistemology, thus, permeates all levels of the linguistic personality and gives the dynamics of its development, once again emphasizing the important role of languages ​​in the process of understanding the world as it is seen by her (the individual) in the colors and colors of “national clothes”, but unified and inseparable in its essence as an object of our knowledge.

So, we have come to the highest level of organization of the linguistic personality - to the epistemological level, associated with the knowledge of the material world, its culture and all products of civilization through languages ​​in the broadest sense. Consequently, in the process of mastering languages, the problem arises of teaching a person not only the structure and content of the language system, but also the ability to understand the phenomena and events of the linguistic image of the world, formed on the basis of both the native culture and another cultural tradition. To understand in intercultural communication the bearer of a different picture of the real world, perceived under a purely national

point of view, means passing it through the established system of views and hierarchy of values, through the thesaurus of the individual and “building” this vision into the familiar and established linguistic picture of the world, which is based on the native language. Hence the need arises to separate the two concepts “level of mastery of a foreign language code” and “level of development of the culture of speech activity”, i.e. mastering conceptual models of a foreign language. The differentiation of these concepts allows us to trace the development of linguistic personality as a unique phenomenon in foreign language speech activity. In this activity, personality development in cognitive, communicative and sociocultural terms occurs according to its own specific laws and is aimed at ensuring that the student can:

- “firstly, to understand and assimilate someone else’s way of life/behavior in order to destroy the stereotypes ingrained in their minds (cognitive processes);

Secondly, use the language in all its manifestations in authentic situations of intercultural communication (processes of developing skills and abilities);

Thirdly, to expand the “individual picture of the world” by introducing native speakers of the language being studied to the linguistic picture of the world (development processes).

The development of a linguistic personality as such occurs throughout the entire life cycle, but this process occurs most intensively during the most sensitive period, during the period of apprenticeship. And here we have the opportunity to observe how the foundations of such development are laid in the long term, bearing fruit, in the apt expression of A.A. Leontyev, “in the individual style of artistic or oratorical speech,” mainly in the years following his apprenticeship.

Linguistic personality is the ideal concept that helps to identify and develop the qualities of a future professional worker, whose activities are closely related to language, word and text. Of course, the facets of this linguistic personality are far from being limited to the influence of language alone on her.

ka, although it seems reasonable and justified at certain stages of education and in general an individual’s life activity to talk about the levels of his language proficiency. How one or another level is achieved largely depends on the method of language acquisition, models and learning conditions. It seems even more difficult to determine the level of development of the culture of speech activity. Lingvodidactics in recent years has shown much greater, but still insufficient, attention to the conditions for the implementation of personal development opportunities in the process of teaching foreign languages. The extent to which an individual speaks a language largely determines his cognitive potential, because through language and words a person assimilates a huge amount of information and develops spiritually and intellectually. Speech-cognitive activity underlies the overwhelming number of other various types of activity, which is not surprising, because man is a rational being, has a developed intellect and, as such, interacts with the outside world and his own kind, purposefully influences the surrounding nature and changes it and himself in it, satisfying his own needs. life needs and desires.

Bibliography:

1. Galskova, N.D. Theory of teaching foreign languages ​​/ N.D. Galskova, N.I. Gez Linguodidactics and methodology. - M.: Publishing Center "Academy", 2007.

2. Zinchenko, V.P. Psychological foundations of pedagogy (Psychological and pedagogical foundations of building a system of developmental education by D.B. Elkonin - V.V. Davydov): Textbook. Benefit / V.P. Zinchenko. - M.: Gardariki, 2002.

3. Karaulov, Yu.N. Russian language and linguistic personality / Yu.N. Karaulov. - M.: “Science”, 1987.

4. Khaleeva, I.I. Fundamentals of the theory of teaching understanding foreign language speech (translator training) / I.I. Khaleeva. - M.: Higher School, 1989.

5. Tsvetkova T.K. The problem of consciousness in the context of teaching a foreign language // Issues. psy-hol. / T.K. Tsvetkova. - 2001. - No. 4. - P. 68-81.

Key words: linguistic personality, linguistic didactics, thesaurus, levels of organization, thesaurus formation.

Keywords: the language person, linguistic didactics, the thesaurus, organization levels, thesaurus formation.

Introduction of the concept linguistic personality in linguistics is associated with a change in the scientific paradigm of humanities, when the dominant scientistic systemic-structural paradigm was replaced by an anthropocentric, functional paradigm. It has become possible to say that language belongs primarily to the individual, who is aware of himself and his place in the world, his role in practical activity and linguistic communication. The shift of the center of gravity predicted by Ferdinand de Saussure from the study of the language system to the study of speech occurred. The term “linguistic personality”, first introduced into scientific circulation by V.V. Vinogradov, began to actively function in linguistics in the 80-90s of the twentieth century. Linguistic personality as an object of linguistic research allows us to consider all the properties of language in interaction, to take into account both linguistic and extralinguistic factors. Linguistic personality is that cross-cutting idea that permeates all aspects of language learning and at the same time destroys the boundaries between disciplines that study a person, since it is impossible to study a person outside of his language.

Term "linguistic personality" includes the following definitions: 1) any speaker of a particular language, characterized on the basis of an analysis of the texts produced by him in terms of the use in these texts of the systemic means of this language to reflect his vision of the surrounding reality (picture of the world) and to achieve certain goals in this world; 2) the name of a comprehensive method of describing the language ability of an individual, connecting a systemic representation of language with functional analysis of texts. A linguistic personality is understood as a person as a native speaker of a language, taken from the side of his ability for speech activity, i.e., a complex of psychophysical properties of an individual that allows him to produce and perceive speech works - essentially a speech personality. A linguistic personality is also understood as a set of features of the verbal behavior of a person who uses language as a means of communication - a communicative personality. And, finally, a linguistic personality can be understood as a basic national-cultural prototype of a speaker of a certain language, fixed primarily in the lexical system, a kind of “semantic identikit” compiled on the basis of ideological attitudes, value priorities and behavioral reactions reflected in the dictionary - a dictionary personality, ethnosemantic.

The need for the concept of “YAL” appeared in the 80s. XX century The priority of its development and use belongs to Russian. linguistics, although the idea of ​​considering the existence and functioning of a language in connection with its human speaker has always been inherent in linguistics. The historical background for the emergence of the corresponding theory can be traced back to the 19th century. From the works Wilhelm von Humboldt, who interpreted language as “an organ of human inner existence” and as an exponent of the spirit and character of a people, a nation, a generalized understanding of language follows. And as a representative of the genus homo sapiens, who knows how to combine thought with sound and use the results of this activity of the spirit for communication, and as a national linguistic personality, i.e. a native speaker - the collective representative of his people. Already at the beginning 20th century Shakhmatov Alexey Alexandrovich argued that “real being has the language of each individual; the language of a village, city, region, people turns out to be a well-known scientific fiction.”

The term Ya. L. itself was first used Vinogradov Viktor Vladimirovich V 1930 in the book “On Fictional Prose.” V.V. Vinogradov, setting as his task the study of the language of fiction in all its complexity and diversity, sees the elementary level, the starting point in the study of this immense whole - in the individual speech structure. Vinogradov has 2 lines of study of linguistic language: the line of “the image of the author” and the line of “the artistic image as a linguistic personality.” V. In developing the concept of linguistic personality, V. Vinogradov did not follow a psycholinguistic or linguodidactic path; he set himself the task of studying the language of fiction in all its complexity and diversity; he saw the elementary level, the elementary cell, the starting point in the study of this immense whole - in individual speech structure. In the work of 1927. In connection with the study of “speech systems” in the literary works of V.V. Vinogradov places the main emphasis on linguistic personality. He writes: “The problems of studying the types of monologue in literary prose are in close connection with the question of methods for constructing “artistic-linguistic consciousness”, the image of a speaker or writer in literary work. The monologue is attached to a face, the defining image of which fades as it is placed in an ever closer relationship with the all-encompassing artistic self of the author. But the purely image of the author’s “I”, which is still the focus of attraction for linguistic expression, does not appear. Only in the general system of verbal organization and in the methods of “depicting” the artistic and individual world does the outwardly hidden face of the “writer” appear. In this judgment V.V. Vinogradov laid down the main idea about the relationship and interaction in the work of linguistic personality, artistic image and the image of the author.

The very concept of linguistic personality began to be developed G. I. Bogin, he considered the Ya. L. model, in which a person is considered in terms of his “readiness to perform speech acts, create and accept works of speech.” He introduced this concept into wide use Yuri Nikolaevich Karaulov, who believes that a YL is a person who has the ability to create and perceive texts that differ:

a) The degree of structural and linguistic complexity;

b) Depth and accuracy of reflection of reality;

c) A specific target orientation.

In modern scientific knowledge, the background against which the formation of the theory of Ya. L. took place is characterized by the following features:

· the ordinary person was placed at the center of interest in all humanitarian fields;

· the successes of psycholinguistics in the study of human language ability;

· drawing attention to the problem of the ways of existence of language (language-system, language-text, language-ability).

Today, there are various approaches to the study of nuclear languages:

1. Polylect (many-human) and idiolect (private-human) personalities (V. P. Neroznak);

2. elite YAL (O. B. Sirotinina, T. V. Kochetkova);

3. Russian linguistic personality (Yu. N. Karaulov);

4. linguistic and speech personality (Yu. E, Prokhorov, L. P. Klobukova);

5. semiological personality (A. G. Baranov);

6. ethnosemantic personality (S. G. Vorkachev);

7. dictionary language personality (V.I. Karasik);

8. linguistic personality of Western and Eastern cultures (T. N. Snitko);

9. emotional language (V.I. Shakhovsky), etc.

Yuri Nikolaevich Karaulov identifies the following levels of organization and study of linguistic personality:

1) zero (or verbal-semantic) - structural-linguistic, reflecting the degree of proficiency in everyday language;

2) linguocognitive (thesaurus) - includes concepts, large concepts, ideas. Stereotypes at this level are stable standard connections between descriptors, which are expressed in generalized statements, definitions, aphorisms, catchphrases, proverbs and sayings, from all the wealth and diversity of which each linguistic personality selects and “appropriates” exactly those that express “ eternal” truths for her;

3) pragmatic (or motivational) - A higher level of analysis of a linguistic personality in relation to the linguocognitive level, it includes the identification and characterization of the motives and goals that drive its development, behavior, control its text production and ultimately determine the hierarchy of meanings and values ​​in its linguistic picture of the world.

By Ya. l., therefore, we potentially understand any native speaker, and the way of representing (studying and describing) Ya. l. involves the reconstruction of its structure on the basis of the texts it produces and perceives.

b) as a typical representative of a given linguistic community and a narrower speech community included in it;

c) as a representative of the human race, an integral property of which is the use of sign systems and, above all, natural language.

K I l. Researchers approach linguistic objects in different ways:

· psycholinguistic - from the study of the psychology of language, speech and speech activity in normal and altered states of consciousness;

· linguodidactic - from the analysis of the processes of language learning and language ontogenesis (ontogenesis - transformations undergone by a person from birth to the end of life).

· purely philological - from studying the language of fiction.

Research related to Ya. L. is characterized by the widespread use of experimental methods:

ü association experiments;

ü analysis of retellings of texts;

ü analysis of speech recordings from one day of an individual;

ü records of the child’s personality;

ü analysis of the activities of interpreters and translators;

ü analysis of statistical self-observations of an individual over his written speech.

A complete description of a linguistic personality presupposes:

1. characteristics of the semantic-structural level of its organization;

2. reconstruction of the linguistic model of the world, or thesaurus of a given person;

3. identification of its life or situational dominants, attitudes, motives, which are reflected in the processes of generating texts and their content, as well as in the peculiarities of perception of other people's texts.

Model of linguistic personality proposed by IN AND. Karasik relies on the scientific metaphor of Wilhelm von Humboldt - the linguistic circle: “Since human perception and activity depend on his ideas, his attitude towards objects is entirely determined by language... each language describes a circle around the people to which it belongs, from which one can only go in the event that you enter another circle.”

Concept by V.I. Karasik is based on the inextricable connection between ethnocultural and sociocultural principles in a person, on the one hand, and individual characteristics, on the other. Thus, under the linguistic personality of V.I. Karasik understands the communicative personality as “a generalized image of the bearer of cultural-linguistic and communicative-activity values, knowledge, attitudes and behavioral reactions.”

When studying linguistic personality from the standpoint of psychology and psycholinguistics, attention is focused on the mental component of linguistic consciousness. According to T.N. Ushakova, linguistic consciousness appears in two essences: as a mental phenomenon of immaterial nature and as a material phenomenon realized in spoken or recorded speech. IN AND. Karasik, based on an analysis of the constants of linguistic consciousness and communicative behavior of an individual, considers it possible to identify a new area of ​​integrative humanitarian knowledge - axiological linguistics.

During the development of linguistics, the problem of linguistic personality was discussed repeatedly, which was accompanied by a complication of this concept. To a first approximation, we were talking simply about a person, then about the speaker/listener model, and, finally, about the three-level model of linguistic personality developed by Yu.N. Karaulov. The latter model served as an impetus for the development of the theory of linguistic personality, for example, the emergence of the concept of a secondary linguistic personality, proposed I.I. Khaleeva.

Thus, the study of linguistic personality inevitably involves in the sphere of interests of linguists those issues that unite specialists who study a person from different points of view.

Let us consider in more detail the structure of linguistic personality. A linguistic personality in communication conditions can be considered as a communicative personality - a generalized image of the bearer of cultural-linguistic and communicative-activity values, knowledge, attitudes and behavioral reactions. Karasik V.I. considers the linguistic personality as a communicative personality, in the structure of which one can distinguish the value, cognitive and behavioral plans of this concept.

The value plan of a communicative personality contains ethical and utilitarian norms of behavior characteristic of a certain ethnic group in a certain period. These norms are enshrined in the moral code of the people and reflect the history and worldview of people united by culture and language. The moral code of a people is only partially expressed in language. The linguistic (and more broadly communicative) indices of such a code include universal statements and other precedent texts that constitute a cultural context understandable to the average native speaker, rules of etiquette, communicative strategies of politeness, and evaluative meanings of words.

Norms of behavior are prototypical in nature, i.e. we store in memory knowledge about typical attitudes, actions, expectations of responses and evaluative reactions in relation to certain situations. At the same time, we allow for possible deviations from the behavioral norm, and such deviations always contain additional characteristics of the participants in communication. Finally, there are behavioral taboos, the violation of which causes a negative reaction from the participants in communication and stops communication. For example, in the English-speaking environment, there are variable ways to end a dialogue; in particular, there are several typical speech cliches for informally ending communication. The specificity of English-language communication, as is known, lies in the choice of regional behavior: what is acceptable for the British may be unacceptable for the Americans, and vice versa. In the USA you can often hear the phrase “ Have a nice (good) day!” At the same time, the British dictionary contains a note that such a phrase is appropriate, first of all, when communicating between a seller and a buyer: the seller wishes the buyer all the best as he bids him farewell. Thus, this speech formula contains for the British additional status and role information about the participants in communication.

The cognitive (cognitive) plan of a communicative personality is revealed by analyzing the picture of the world characteristic of it. At the level of cultural-ethnic consideration (it is in relation to this level that one usually speaks of a linguistic personality), substantive-substantive and categorical-formal ways of interpreting reality are distinguished, characteristic of the bearer of certain knowledge about the world and language.

The behavioral plan of a communicative personality is characterized by a specific set of intentional and involuntary characteristics of speech and paralinguistic means of communication. Such characteristics can be considered in sociolinguistic and pragmalinguistic aspects: in the first, speech indices of men and women, children and adults, educated and less educated native speakers, people speaking their native and non-native languages ​​are highlighted, in the second - speech act, interactive, discursive moves in natural communication between people. A behavioral stereotype includes many distinctive features and is perceived holistically. Any deviation from the stereotype (for example, an overly wide smile) is perceived as a signal of unnatural communication, as a sign that the communication partner belongs to a foreign culture, or as a special circumstance that requires clarification.

The proposed aspects of the communicative personality are correlated with the three-level model of linguistic personality (verbal-semantic, cognitive, pragmatic levels) proposed by Yu.N. Karaulov. The difference is that the level model assumes a hierarchy of plans: the highest is the pragmatic level (pragmaticon), which includes goals, motives, interests, attitudes and intentionalities; the middle level (semanticon) is a picture of the world, including concepts and ideas. concepts and reflective hierarchy of values; the lowest level (lexicon) is the level of proficiency in natural language, the level of linguistic units.

A linguistic personality exists in the space of culture, reflected in language, in forms of social consciousness at different levels (scientific, everyday, etc.), in behavioral stereotypes, in objects of material culture. The individual in a language is formed through an internal attitude towards language, through the formation of personal linguistic meanings.

Experiences in the reconstruction of linguistic language are contained in the works of Viktor Vladimirovich Vinogradov about the language of N.V. Gogol and F.M. Dostoevsky, in his book “On artistic prose” (M.-L., 1930), in the book of Yuri Nikolaevich Karaulov “Russian language and linguistic personality" (M., 1987) (discourse of Shokhov - a character in A. Pristavkin's novel "Town"), etc. Dictionaries of the language of writers, as well as other dictionaries, for example, are directly related to the reconstruction of linguistic language. “Motivational dialect dictionary”, which reveals the methods of linguistic reflection of a naive speaker - the average linguistic personality of a dialect speaker - in search of a motivator of the internal form of a word.

Thus, the study of linguistic personality inevitably involves in the sphere of interests of linguists those issues that unite specialists who study a person from different points of view. Further development of the theory of linguistic personality and the study of individual speech is a promising scientific direction. The ability and opportunity to understand a person through his language opens up new horizons in science.

Bibliography

1. Vinogradov V.V. About the language of artistic prose. – M., 1980.

2. Karasik V.I. Language circle: personality, concepts, discourse [Text]/ V.I. Karasik, Research Laboratory “Axiological Linguistics”. – M.: GNOZIS, 2004. – 389 p.

3. Karaulov Yu.N. Russian language and linguistic personality [Text]/ Yu.N. Karaulov. – M.: “Science”, 1987. – 261 p.

4. Ushakova T.N. Human speech in communication. – M., 1989.