PROFESSIONAL LINGUISTIC PERSONALITY DEVELOPMENT OF THE FUTURE MASTERS OF PHILOLOGY
Journal Title: Науковий вісник Південноукраїнського національного педагогічного університету імені К. Д. Ушинського - Year 2015, Vol 104, Issue 1
Abstract
The article deals with the problems of qualitative education for the future masters of Philology which aims at developing nationally conscious, spiritually rich professional linguistic personality who can easily master all means of the state language as well as at least one foreign language; the development of a future master’s spiritual world, the integrity of philosophical views, values common to all mankind by means of his / her involvement into the language, cultural heritage of native people; the development of cognitive and creative independence; creation of conditions for self-realization and self-development. The stage within further professional orientation aimed at determining the specificity and main functions of professional activity gains great importance in the training system intended for masters of Philology. Comprehension of psychological, communicative, organizational and individual requirements necessary for future philologists to master their profession is proved to be significant alongside with the orientation to their development and improvement while studying for a master’s level course. Professional orientation enables a school-leaver to conceive his / her further activity and determine possible ways of self-improvement in this very activity in advance. Professionally oriented testing conducted directly before entrance exams for a master’s level course to start is an eminent feature of this process, the testing being aimed at identifying a development level of these speech-and-cognitive properties: a) verbal mobility, b) concentration of attention, c) speed of speech reaction, d) volume of verbal and main memory and linguistic resources, in particular. Starting a master-course, professional orientation and, on its ground, professionally oriented choice of school-leavers facilitate: a) their re- comprehension of the specificity of professional philological activity, b) orientation of linguistic training to intellectual and cognitive development of master-course students, c) strengthening of practical importance and interdisciplinary integration of the linguistic disciplines, a course of Linguodidactics (Language Education), Higher School Pedagogy and Psychology, which can on the whole raise efficiency of professional training. These particular conditions enable re-orientation of fundamental linguistic education (1-4 years of study) to the development of professional linguistic personality of a future master of Philology as well as to train them thoroughly in order they could master their profession.
Authors and Affiliations
O. Kopus
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