On the question of the formation of a secondary linguistic personality

Abstract

The article analyzes topical issues of teaching Russian as a foreign language. The special attention is paid to the choice of methodological techniques in the formation of the category of the secondary linguistic personality. The problem of the formation of a secondary linguistic personality among foreign students in a situation of isolation from the country of the learning language is considered. The authors characterize the conditions and opportunities for the formation of a secondary linguistic personality on the example of teaching philology students of the specialty "Russian as a foreign language" from the People's Republic of China, in conditions of academic mobility in the Republic of Kazakhstan. The factors that actualize the features of the secondary linguistic personality, such as the choice of the Russian name and song repertoire, are given. Attention is focused on the importance of tandem classes in the situation of intercultural communication. These teaching methods and techniques allow developing intercultural competence in its relationship with communicative competence, which in turn will determine the formation of the secondary linguistic personality.