The role of text in teaching foreign languages

• Main Author: Tatyana A. Baranovskaya
• Format: Article
• Language: English
• Published: MGIMO University Press 2014-01-01
• Series: Vestnik MGIMO-Universiteta
• Subjects: лингвопсихология; текстовая деятельность; текст; индивидуальное сознание; языковое (знаковое) оформление; языковое сознание; коммуникативно-познавательная активность; операциональный подход; сенсорное поле; идеаторное поле; мотивационное поле; linguophychology; text activity; text; individual consciousness; language (sign) form; language consciousness; cognitive communicative activity; operational approach; sensory field; associative field; motivational field
• Online Access: http://mgimoreview.elpub.ru/jour/article/view/42

The research is devoted to a multi-level study of the essence and role of text creation comprehension in teaching a foreign language. Capturing motivational and logical mental structures along with recognising communicative and cognitive aspects of a person's identity in a text are key linguopsychological elements of studying text activities. The scientific value of the research is in specifying the operational approach to describing a concrete level of a person's consciousness, on which cognitive structures acquire language realisation in the process on communication. Existence of a person's concsiousness is considered on three levels of abstracrion within the conscious: sensory field, associative field, motivational field. The contents of a person's language consciousness can be described through its thesaurus and presented as a filter that sifts through incoming meaningful information expressed in the sign form. The process of first language acquisition by a child is closely related to the apprearance of the correlation between dynamic and static systems of sound production (syllable production and articulation). Tranfer to foreign language acquisition will then be connected only with changing the characted of the correlation in each specific case. Foreign language teaching is connected with the learners' using the language skills they already possess. Peculiarity of language consciousness is revealed both when comparing lexical and grammatical categories in several languages, in which the forms of the same category have different meanings, and when comparing a limited set of such linguistic meanings with an unlimited number of linguistic features and relations between the objects.