The reality of the XXI century influences the content of foreign-language education and creates numerous opportunities to establish effective contacts with native speakers. It requires to form a personality, able to communicate productively with representatives of various language and cultural communities. Such a personality is called multilingual. His/her development should continue at all stages of school foreign-language education: primary, middle, high, profile-oriented. This process must be based on specially selected didactic materials and techniques of working with them. The goal of the article is to describe the process of developing a multilingual personality of a primary school student in the course of working with foreign-language texts of emotional content. The leading approach to research is axiological. A set of complementary methods was used: of theoretical analysis; constructive (creative) experiment (experiential training); designing and tabular presentation of information. The term “a foreign-language text of emotional content” is presented; the indicators of its emotional relevance are described. The authors propose the structure of a student’s multilingual personality and show the process of its formation in primary school. The theoretical conclusions of the study are confirmed by the results of experiential training of pupils from schools in Kirov and Kirov Region. In the long run the characteristics of students of the following stages of school foreign-language education as developing multilingual personalities will be presented and didactic materials will be proposed to help language learners overcome challenges on the way to achieving the strategic aim of modern foreign-language education.
Keywords: A multilingual personalitya foreign-language text of emotional content
The key characteristics of the XXI century which have a significant impact on the content of foreign-language education are globalization and rapprochement between peoples and their cultures. In the field of foreign-language education there are more opportunities to establish real contacts with native speakers. Therefore, the strategic goal of modern foreign-language education is to develop a student’s multilingual personality, able to function productively in today’s multicultural community (G. V. Elizarova, N. D. Galskova, L. P. Halyapina, Y. N. Karalov, A. A. Koryakina, P. V. Sysoev, E. G. Tareva, etc.).
Many researchers are interested in the development of a multilingual personality of schoolchildren. Their definitions of the term emphasise various aspects of a multilateral phenomenon and indicate that the characteristics of such a person are: a conscious self-determination in a multicultural society (Sysoev, 2018); the capacity for mutual understanding in an intercultural and multilingual communication, based on a unified linguistic view of the world (Halyapina, 2006) at different levels: global, inter-ethnic and interpersonal (Koryakina, 2016). The process of developing a multilingual personality of a student should be carried out in a consistent and orderly manner, at all levels of foreign-language school education, under conditions of specially chosen content (Tareva & Tarev, 2018). The design of such content should be based on:
the dialogue of cultures as a special form of interaction between holders of diverse cultural values, in which traditions of one culture are transferred to others (Borg et al., 2017; Dmitrieva & Oberemko, 2018; Halyapina, 2006; Rampton, 2011; Sysoev, 2018; Tareva, 2017);
emotional and personal-activity constituents (Kato et al., 2016; Maguire et al., 2017; Mullins & Sabherwal, 2018; Nikitenko, 2011; Tatarinova, 2018; Viguer, Cantero, & Bañuls, 2017; Wang et al., 2011).
The study raises
The research questions are the following:
1) to consider the concept “a foreign-language text of emotional content” and the indicators of its emotional relevance;
2) to present the author’s structure of a multilingual personality of a student;
3) describe a forming multilingual personality of a primary school student;
4) demonstrate the results of the experiential training of students in Kirov and Kirov Region on materials of foreign-language texts of emotional content.
Purpose of the Study
The leading approach to the research is axiological. A number of complementary methods were used: of theoretical analysis; of constructive (creative) experiment (experiental training); of designing and tabular presentation of information.
The concept “a foreign-language text of emotional content” and indicators of its emotional relevance
Foreign-language text material of emotional value provides:
1) the reflection of the main values of civilization (personality, life, happiness, society, nature);
2) the illustration of students’ emotional and evaluation relations to the world around;
3) the consideration of age-specific linguistic and psychological characteristics and indicators of schoolchildren’s multicultural development, their communication, cognitive needs and interests;
4) the description of social and cultural reality, lives of different ethnic communities, races and social strata; information about the specificity and identity of different societies; a view of a foreign-language speaker and its uniqueness in the context of the world’s achievements;
5) the integration of the processes of subject and meta-subject skills and abilities formation with a view to a person’s integral development in intellectual and emotional dimensions.
The first three indicators are obligatory for a text of emotional content. The fourth and fifth indicators increase the emotional relevance of speech material by demonstrating to a student the importance of learning a foreign language, both teaching him a different mode of communication and introducing the culture of this language speakers, the national characteristics of their verbal and non-verbal behaviour. This is done through a dialogue between the national culture and the culture of another people.
The author’s structure of a multilingual personality of a student
In our research we consider the phenomenon of a multilingual personality of a student in the context of modernization of the content of foreign-language education, i.e. in the process of working with foreign-language text material of emotional value. This work is aimed at realising a value attitude of each student to the environment, based on his needs and motives. The structure of a multilingual personality of a student includes:
a) a learner’s foreign-language communicative competence: his knowledge, language and speech skills, etc.;
b) the level of proficiency in the so-called emotional component of the content of a foreign-language education, including a set of national and universal human values, the development of a student’s emotional competence (emotional intelligence), will and personal universal educational activities.
The author’s structure of a multilingual personality of a student
The characteristics of a primary school student as a forming multilingual personality are presented in a tabular form (Nikitenko, 2011; Shityakova & Verkhovykh, 2016; Tatarinova, 2018; see Table
The results of the experiential training of students in Kirov and Kirov Region on materials of foreign-language texts of emotional content
Supplying emotionally-coloured speech samples with a set of adequate techniques of working with them contributes to the realisation of an axiological potential of text material. The dynamics of mastering speaking skills by primary school pupils in Kirov and Kirov Region (32 schoolchildren) indicates that the number of students with a high level of proficiency in this competence increased from 1 to 3; with an average one – from 3 to 7; with a low one decreased from 28 to 22. The dynamics of mastering the emotional component of the content of a foreign-language education content is as follows: the number of students with a high level increased from 8 to 17; with an average level – decreased from 23 to 15; with a low level – decreased from 1 to 0 (Figure
The theoretical significance of the study is determined by the fact that it presents:
the concept “a foreign-language text of emotional content”;
indicators of its emotional relevance;
the author’s structure of a multilingual personality of a student;
the description of a forming multilingual personality of a primary school student.
Its practical importance lies in the fact that the results of the experiential training of students in Kirov and Kirov Region on materials of foreign-language texts of emotional content are demonstrated.
In the future, within the framework of the leading research approach:
the characteristics of students of the following stages of school foreign-language education (middle, high, profile-oriented) as developing multilingual personalities that are in demand in our society will be presented;
at each stage didactic materials will be selected and experimentally tested to help students overcome difficulties on the way to achieving the global goal of modern foreign-language education.
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20 November 2020
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Sociolinguistics, discourse analysis, bilingualism, multilingualism
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Tatarinova, M. N., & Lopareva, T. A. (2020). Formation Of A Multilingual Personality Via Texts Of Emotional Content (Primary School. In Е. Tareva, & T. N. Bokova (Eds.), Dialogue of Cultures - Culture of Dialogue: from Conflicting to Understanding, vol 95. European Proceedings of Social and Behavioural Sciences (pp. 981-988). European Publisher. https://doi.org/10.15405/epsbs.2020.11.03.103