LINGUISTIC PUZZLES AS A TOOL TO ENHANCE THE INNER MOTIVATION OF SECONDARY LANGUAGE IDENTITY
DOI:
https://doi.org/10.17721/2663-0303.2017.1.08Keywords:
self-sufficient linguistic puzzles, secondary language identity, inner motivation of mastering foreign languages, second language acquisition, metalinguistic argumentation, education and training foreign language teachersAbstract
Background: New conditions of multilingualism and multiculturalism of the European society form new demands on the content and implementation of the educational process, in particular in the training of philology teachers, linguists, translators. The European Union has set an ambitious goal of forming a young generation of communicative competence in two foreign languages. To achieve this goal we should cultivate a tolerant attitude to social and cultural specificity of different ethnic communities for their harmonious coexistence in the context of globalization, and to teach young people to appreciate the cultural heritage of Europe and the world. Successful implementation of this ambitious goal, among others, is not possible without the high motivation of those who receive education in philology and linguistics, because the quality of any human activity, according to psychologists and teachers primarily depends on the needs and motivations of persons.
Purpose: The purpose of the article includes the following issues: to highlight the role and place of self-sufficient linguistic puzzles as an effective tool to enhance the inner motivation of secondary language identity of the individual, to ensure the successful implementation of objectives to address challenges in education and training in the fields of language acquisition, general and applied linguistics, human and computer-aided translation; to present puzzles with different content and structure, which can be used in the educational process, with possible variants of their solution and a short description of their didactic potential.
Results: Formation of the secondary language identity outside the native-speakers environment requires additional general educational motives, since in this case the speaker can successfully communicate in his native language, resorting to the foreign language only formally. Self-sufficient linguistic tasks contributing to the formation of secondary language identity, aside from being a fun intellectual challenge, expose the student to the different kinds of reasoning required when encountering a new phenomenon in a language. They develop metalinguistic reasoning and foster analytical skills that are relevant for various careers.
Discussion: Self-sufficient linguistic tasks, contributing to the formation of secondary language identity, may interest teachers of the Ukrainian language, foreign languages, Ukrainian as a foreign language and may be introduced in order to diversify the educational process, to increase motivation, to develop logical thinking and analytical abilities in teaching linguistic disciplines, at different stages of language learning, and also may be more widely used in the training of specialists in the field of computer science and applied linguistics.References
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