PhD (Pedagogy), associate professor, L.A. Ivanova,

PhD (Pedagogy), associate professor, N.J. Khlyzova,

PhD student (Pedagogy), senior teacher, I.V. Grigoreyva

Irkutsk State Linguistic University, Russia

Information literacy of the secondary language person: the key to the transformation of the language instruction model

The article raises one of most pressing questions of the modern humanities – formation and development of information literacy, and of the field of foreign language – the development of foreign communicative competence and information literacy on the foreign language classes in the linguistic university.

Despite of plurality of information literacy interpretations, today it is necessary to define it in the secondary language person context and described as an ability adequately to cooperate with foreign media information streams in the global informational social space: to perceive, create and send media messages by means of technical and semiotics systems in view of their restrictions, to communicate to the other people through mediated foreign dialogue. The information space of the student in the linguistic university extends considerably in the studying process of foreign language and foreign mass media. It is clear, that the studying of foreign media is much more inconsistent and has the specificity in comparison with the native language. Long since it is known, that «combining verbally-semantic, lingua cognitive and motivational structures, the language person is «a set of abilities and the characteristics of a person causing his making and perception of speech products (texts) which differ by: 1) structural-language complexity degree; 2) depth and accuracy of reality reflection; 3) certain target orientation» [1]. That undoubtedly concerns and to the media texts. The fact is indisputable, that in the studying process of foreign dialogue the person can learn not only and not so much interpersonal dialogue, but also mediated one, that is especially actual in the conditions of strengthening communicative infrastructure. At the same time the teaching theory of mediated foreign dialogue in the didactic viewpoint is only at an initial stage of a scientific formulation and researching it. In the remedial plan the question is also opened.

Thus, we decided to stop on the review of such categories as the language person and the secondary language person. J. Karaulov understands the language person as «a multilayered and multicomponent set of language abilities, skills, readiness to realize speech acts which are classified, on the one hand, by kinds of speech activity (audition, speaking, reading and writing), and on the other hand – by language levels» [2].

I. Haleeva, the author of the progressive concept of the secondary language person, considers that «to realize the cross cultural communications it is necessary to eliminate gradually so-called «extreneity» in the students’ consciousness, transforming it in the category of secondary, but «not alien» language, «not alien» culture. Transforming the second language in the «not alien» status, we put a purpose to form the secondary language person, capable to get into the «spirit» of the studied language, into the «flesh» of the culture of those people with whom the cross cultural communications should be carried out»[3].

In the summary it is necessary to emphasize, that Haleeva and Karaulov's concepts which are considered to be the most leading in the Russian science until recently, should be added and reconsidered from the viewpoint of the global-opened information society. It is possible to allocate the following perspective directions which have not been researched. Perfection/development of competence paradigms in the field of lingua-didactic and media educational goal setting: it is a question of thorough examination already revealed and about the representation of new sub competences, including in the communicative competences as metaconcepts.

Apparently it will allow defining the goal and substantial aspects of language /linguistic institution and media education. In particular, we are interested in the question of aspect correlation of the language person formation as a native speaker and the person studying foreign language and also foreign mass media. The development of «information literacy secondary language person» becomes inevitably a studying object of such disciplines as lingua-didactics, communicative linguistics, media education, pedagogics, etc.

References:

1. Ворожбитова А. Синергетический аспект вузовского образования в свете лингвострановедческого подхода//Альма-Матер. 1999. №2. С. 15.

2. Караулов Ю.Н. Русский язык и языковая личность. М.: ЛКИ, 2007. 264 с.

3. Халеева И.И. Вторичная языковая личность как реципиент инофонного текста//Язык – система. Язык – текст. Язык – способность. М., 1995. C. 277 – 278.