The spiritual dimension of a student's linguistic personality in the space of modern foreign language education: a linguosynergetic approach
DOI:
https://doi.org/10.33216/2220-6310/2026-112-1-6-18Keywords:
linguistic personality, spiritual dimension, linguosynergetics, self-organisation, foreign language education, history of the English language, lexicology and stylistics, comparative linguistics, axiological approachAbstract
The article addresses the spiritual dimension of a philology student's linguistic personality within contemporary foreign language education, viewed through the lens of the linguosynergetic approach. It substantiates the heuristic value of synergetic methodology, which treats language, linguistic personality and the educational process alike as open, non-linear, self-organising systems, for overcoming the narrowly competence-based, purely instrumental understanding of foreign language learning. The spiritual dimension of linguistic personality is interpreted as an integrative characteristic comprising axiological, sense-making, reflexive and culture-forming components, which emerges not incidentally but as a result of purposeful teacher–student interaction within a zone of «guided chaos» – state of cognitive instability that precedes the appearance of new semantic attractors of personality. Drawing on the disciplines History of the English Language, English Lexicology and Stylistics, and Comparative Linguistics, the article demonstrates concrete methodological mechanisms for actualising this spiritual dimension: immersion in the diachrony of language as a path toward understanding the historical continuity of culture; comprehension of lexico-stylistic transformations as evidence of the living, self-organising nature of a people's linguistic consciousness; and contrastive analysis of languages as a means of becoming aware of one's own linguistic identity through dialogue with another world-view. Organisational and methodological conditions for implementing the linguosynergetic approach are proposed: creating fluctuation-rich learning situations, stimulating sense-making attractors, and providing reflexive support for the self-organisation of linguistic personality. It is concluded that the linguosynergetic approach makes it possible to reconcile the demands of the competence-based paradigm with the humanistic, spiritual-axiological mission of philological education.
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