ISSN 2078-9823 (Print), ISSN 2587-7879 (Online)

DOI: 10.15507/2078-9823.059.022.202203.341-350

Irina A. Zetkina1, Elena A. Zhindeeva2, Elena V. Barsukova3, Saule Dzh. Abisheva4

1 Saransk Theological seminary (Saransk, Russia),

e-mail: irzet@mail.ru

2 Evseviev Mordovian State Pedagogical University (Saransk, Russia),

e-mail: jindeeva@mail.ru

3 Saransk Theological seminary (Saransk, Russia),

e-mail: irzet@mail.ru

4 Kazakh National Pedagogical University named after Abai (Almaty, Kazakhstan),

e-mail: s.abisheva@mail.ru

 

Specific Character of Linguistic Personality Education in the Noble Society of the Second Half of the 18th – the Beginning of the 19th centuries

 

Abstract

Introduction. Noble society traditions are not simply a base for Russian multilingual culture; they remain the historical basis of the reproduction of human intellectual capital as a basis of the world organization. In this connection the mechanisms of linguistic personality educational processes within the framework of the noble society are of considerable interest for modern researchers and, in our opinion, they require certain elucidation and some comments.

The purpose of the article is to analyse communicative process in the noble environment of the 18th – the 19th centuries as a specific model of personality upbringing.

Materials and Methods. The material of the research is Russian fiction, autobiographical literature and memoirs of the 18th and the 19th centuries. The methods used in the article are: method of system analysis of sources, content-analysis method, sociocultural, axiological, phenomenological, hermeneutical and comparative-historical approaches to the study of cultural phenomena.

Results. The hypothesis that specific character of linguistic personality upbringing of the second half of the 18th – the beginning of the 19th centuries was closely connected with the tutorship institute as well as with the large scale of home education is empirically confirmed and corroborated. Didactic approach to the noble heirs, aimed at multilingual personality formation quite often came to the readiness of of-springs to freely master both oral and written forms of speech in a foreign language (mainly the French language). Moreover, the aspiration of the pupils to fix and pass their speech and thinking experience in a foreign language as well as the examples of its use in the practice of speech culture and behaviour become the standard of educational processes.

Discussion and Conclusions. The results of the research can be used for the development of the syllabuses connected with the history of bilingual teachings, the history of pedagogy and the theory of education, which, from the practical point of view, will be of use for the perfection of the syllabus for institutions of higher education and the improvement of the quality of literary works analysis. The value of the research is in the context analysis.

Keywords: noble culture, bilingual personality, cultural and educational environment, language picture of the world, multilingualism.

For citation: Zetkina I. A., Zhindeeva E. A., Barsukova E. V., Abisheva S. D. Specific Character of Linguistic Personality Education in the Noble Society of the Second Half of the 18th – the Beginning of the 19th centuries. Gumanitarian: aktual’nye problemy gumanitarnoi nauki i obrazovaniia = Russian Journal of the Humanities. 2022; 22(3): 341–350. (In Russ.). DOI: 10.15507/2078-9823.059.022.202203.341-350.

 

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