PEDAGOGICAL SIGNIFICANCE OF THE FORMATION OF LINGUISTIC PERSONALITY

Abstract

The relevance of this study is characterized by the deepening of semantic research, which is marked by an anthropocentric direction in the linguistics. The authors emphasize the importance of studying language in connection with human thinking, culture, and activity. The article reviews the history of the term “linguistic personality” and the papers of scholars, such as Y.L. Weisgerber, V.V. Vinogradov, G.I. Bogin, Y.N. Karaulov, V.P. Konetskaya, and others on the linguistic identity are analyzed. The aim of the study is to determine the levels of the linguistic personality, to prove its connection with communication theory, to examine its characteristics in sociolinguistics, and to analyze its function as a key concept in linguistic didactics. The identification of levels of abstraction in studying the linguistic personality and the verbal-semantic dimension of this concept underscores the value of this article. From a theoretical perspective, the creation of structural levels for the model of the linguistic personality offers a deeper exploration of the ethnocultural or national characteristics of linguistic personality in the linguistic worldview. The practical significance of the research lies in the fact that the issue of linguistic personality is widely considered in disciplines related to communication theory, such as linguistics, psycholinguistics, psychology, sociolinguistics, and social anthropology. As the term “linguistic personality” is a systemic and relevant concept in linguistics, it will undoubtedly serve as a basis for modern research and make a significant contribution to the linguistics.