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Baklagova Ju.V. [The influence of the secondary language experience on developing linguistic identity] World of Science. Series: Sociology, Philology, Cultural Studies, 2021, Vol. 12, No. 2. Available at: https://sfk-mn.ru/PDF/19FLSK221.pdf (in Russian).

The influence of the secondary language experience on developing linguistic identity

Baklagova Julia Viktorovna
Kuban State University, Krasnodar, Russia
E-mail: liliann@mail.ru
РИНЦ: https://elibrary.ru/author_profile.asp?id=267484

Abstract. The article is devoted to the study of the potentials of the secondary language experience to have an impact on developing linguistic identity. Linguistic identity or «human in the language» is the core of world view which determines the semantic area of language. Therein lies the relevance of this research. The scientific novelty is as follows: the issue of the influence of the secondary language experience, gained in the process of learning a foreign language, on developing linguistic identity has been raised for the first time. The author examines the essential features of linguistic identity — a prototype that is characterized by linguistic consciousness and definite communicative behavior. Initial linguistic identity, possessing the language abilities, is the main point of gaining practical mastery of a foreign language. In the first phase of learning a foreign language, an individual relies on the customary linguistic-cultural reality. In the process of learning a foreign language and its culture, there happens to be the replication of linguistic identity. As a result, not only the features of initial linguistic identity influence learning a foreign language. The secondary language experience influences it as well. The structure of linguistic identity undergoes the changes at each level. The author detects and analyses the principles of the influence of the secondary language experience on developing all levels of linguistic identity — verbal-semantic, cognitive and motivational levels. At the verbal-semantic level, the acquired speech and communicative habits and stereotypes can partially move from the foreign language into the mother tongue. At the cognitive level, the constituents of world view are the concepts assimilated through the initial language experience, as well as through the secondary language experience. The influence of the secondary language experience is also observed at the motivational level. Gestures and logoepistemes can be transferred from the foreign language to the mother tongue in the direct or modified way.

Keywords: linguistic identity; secondary language experience; linguistic world view; concept; anthropocentric paradigm; linguistic consciousness; linguoculture; verbal-semantic level

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