On the Fundamental Principles of Building a Course in Interdisciplinary Linguistics

The article deals with general problems of the current state of fundamental linguistic research in connection with the development of the content and practice of teaching linguistic disciplines. The involvement of new knowledge about Man and Language that has been obtained in recent decades is regarded as a necessary condition for building a theory of language and models of its description for teaching theoretical linguistics in the system of linguistic and pedagogical education. As an example, the author gives a brief overview of the materials obtained by scientists from several experimental neurocognitive projects that can shed light on the problem of the relationship between Language and Thinking. The article considers works that systematize methodological aspects of language research using neurocognitive technologies, which indicate revolutionary changes in the technical equipment of neurocognitive experiments aimed at studying oral speech, the results of which can no longer be ignored in the construction of language theory. The author also mentions the most productive discussions of recent times, which use data from neurocognitive experiments as arguments. Assessing the contribution of foreign and domestic discussions on the relationship between Language and Thinking, the author notes the particular contribution of the Russian psycholinguistics, especially to the issues of linguistic and psychological aspects of the circulation of word meanings in the semantic field of culture. The basic principles on which the model of language description can be built within the framework of an interdisciplinary approach are proposed. They are associated with network models, which are the most developed in the current practice of interdisciplinary research in the light of human peculiarities as a species, which allows us to obtain universal data when considering different languages. Theoretical discoveries by Russian psycholinguists concerning Language Personality help to overcome the contradictions between Language and Thinking which arise when these phenomena are viewed as certain abstract and discrete entities represented within the framework of a traditional dichotomy. Sociocommunicative attitudes concerning the ways people manipulate the bodies of language units grow from the intentionality of the language personality, which can be accessed on the model of the associative-verbal network of the studied speech community. Different types of network models solve different problems in the Human and Language Sciences and can be used in a complementary way. Thus, the general idea of Interdisciplinary Linguistics and the corresponding theoretical courses should take into account the main dimensions of human formation.