THE PROBLEM OF FORMING THE LANGUAGE PERSONALITY OF THE SCHOOL: A COMMUNICATIVE-PRAGMATIC ASPECT

Abstract

The cognitive-discursive scientific paradigm focused on the study of language as an instrument of communication and influence, that determines the vectors of the development of modern linguistics and linguodidactics, the object of studying of which is the process of acquiring and processing information that is directly related to the implementation of cognitive activity of a person. This, of course, causes shifting emphasis in the language teaching process. The tendencies of a comprehensive approach to the study of language phenomena on the basis of psychology, sociology, philosophy, cultural, ethno-, socio- and psycholinguistics, linguistics, communicative, cognitive- and functional linguistics, so as text linguistics, determine the educational-pedagogical discourse, the main purpose of which is to construct in the process of learning a special cognitive-communicative space that makes it possible to form the linguistic personality of the student. Most scientists consider the native language learning model prospective to solve the educational problem based on a combination of approaches such as skills approach, functional-stylistic approach, communicative-activity approach, person-centred approach, as well as text-centric one, which enables the implementation of all these approaches on a textual basis. However, the development of the priority branches of linguistics, as well as the communicative and cognitive methods, influenced the formation of new approaches to the teaching of the native language from the point of view of Ukrainian studies, ethnopedagogy and cultural studies, since the communicative strategies of the speaker are adjusted by the connection of the language with the culture of the people.