Abstract

The article deals with the issue of developing the secondary (English-speaking) language personality of English-major Ukrainian university students who have chosen the professions of teachers of English, translators, and interpreters. Only the development of such a personality, consisting of the language, communicative, and cultural constituents, can provide for learners’ achievement of the native-like proficiency in all aspects of communication in English, that proficiency being the goal of learning English for English-major students. The paper analyzes the essence of the notion “secondary language personality,” the constituent parts of that personality, and the components of its leading, cultural, constituent that includes communicative etiquettes and communicative behavioral patterns different for different (national) speech communities. The characteristics of communicative etiquettes and communicative behavioral patterns are also analyzed in relation to the communicative culture of English-speaking nations. The article states that, when teaching English-major students, all the three constituents should be taught integratedly. The principled pragmatism with its ten underlying principles is suggested as the theoretical approach to such teaching and learning, while experiential learning, based on the same ten principles, with its creative experiential learning activities is considered as the practical method of implementing the principled pragmatic theory in pedagogical practice.

摘要

这篇文章讨论了发展英语专业的乌克兰大学生的中学（英语）人格的问题，这些乌克兰大学生选择了英语老师，翻译和口译员的职业。只有这种由语言，交际和文化成分组成的人格的发展，才能使学习者在英语交流的各个方面都达到母语般的熟练程度，这种熟练程度是学习英语的目标，主要学生。本文分析了“第二语言人格”概念的实质，该人格的组成部分，以及其领导，文化和构成要素的组成部分，其中包括针对不同（国家）语言社区的交往礼仪和交往行为模式。还分析了与英语国家的交际文化有关的交往礼节和交往行为方式的特征。文章指出，在教英语专业的学生时，应该综合地教授这三个组成部分。原则实用主义及其十大基本原则被认为是这种教学的理论方法，而基于十个原则的体验学习及其创新性的体验学习活动被认为是实施原则实用主义理论的实用方法。教学实践。在教授英语专业的学生时，应该综合地教授这三个组成部分。原则实用主义及其十大基本原则被认为是这种教学的理论方法，而基于十个原则的体验学习及其创新性的体验学习活动被认为是实施原则实用主义理论的实用方法。教学实践。在教授英语专业的学生时，应该综合地教授这三个组成部分。原则实用主义及其十大基本原则被认为是这种教学的理论方法，而基于十个原则的体验学习及其创新性的体验学习活动被认为是实施原则实用主义理论的实用方法。教学实践。