The Development of a Secondary Linguistic Personality as a Factor in the Successful Education of Foreign Students at a Russian University

Introduction. Foreign students at Russian universities learn to use the Russian language for various communication purposes, the success of which depends on the level of development of the secondary linguistic personality, and the search for effective pedagogical conditions for the formation of the secondary linguistic personality remains largely controversial. The purpose of the study is to describe and substantiate the model of secondary linguistic personality formation of a foreign language student, a future teacher of Russian as a foreign language, on the basis of technologies of textual activity. Materials and Methods. During the study, a diagnosis of the level of development of linguistic, communicative and intercultural competences of 48 foreign language students of the 1st and 3rd year was made. On the basis of the initial and final questionnaires, a pedagogical experiment using the technology of productive reading and interactive technologies, and a quantitative and qualitative comparative analysis, data were obtained on the dynamics of the development of a secondary language personality under the influence of selected pedagogical techniques. Results. As a result of the study it was found out that the use of a complex of pedagogical technologies with an authentic text with communicative value and cultural information opens great opportunities for successful work on the development of secondary linguistic personality of foreign language students. A quantitative and qualitative comparative analysis of the initial and final questionnaires in the experimental and control groups allows us to speak about the positive dynamics of linguistic, communicative and intercultural competences characteristic of a secondary linguistic personality. Discussion and Conclusion. The obtained results indicate that the process of secondary linguistic personality development of a foreign student at a Russian university is positively influenced by a teaching model based on the synthesis of interactive and text-based technologies. The presented materials can be used by researchers of linguistic personality, methodologists in the field of teaching Russian as a foreign language, and teachers implementing an intercultural approach to teaching various subjects.