On the question of the concepts of «secondary language personality» and «bilingual»

Abstract

The active policy of multilingualism can be traced in many state documents of Kazakhstan, whose residents are mostly fluent in two or more languages. The youth of our country takes a responsible attitude to foreign languages learning. Some choose a foreign language as a profile discipline at the university, while others, studying in non-linguistic specialties, study it at language courses. English, German, French, Chinese, Arabic, and Korean are especially popular at the universities. Students, future teachers of foreign languages, study a practical course of the chosen language in combination with the history of the country of the language being studied, the culture of its native speakers. Language learning effects on the formation of the student’s language personality. The author examines in the article the concepts of "secondary language personality" and "bilingual", defines the differences between them. The author presents the arguments about the desired question: is a language personality, who has mastered a foreign language at a high level, a bilingual or a secondary language personality? As a result of studying these terms, the importance of forming a secondary language personality when teaching a foreign language is emphasized, who not only speaks a foreign language at the intercultural level, but also has the worldview and cultural values of native speakers of the studied language. After researching the works of domestic and foreign scientists on this topic, the author offers in this analytical article a working definition of the concept of "secondary language personality".