Metasubject approach in innovative development of the professional linguistic personality of law students

The article deals with the vital linguodidactic problem of innovative law students' professional linguistic personality development in the mainstream of modern metasubject approach. The article examines the relationship between the concepts "professional linguistic law students' personality" and their "metasubject skills". It demonstrates the options for the practical application of the metasubject approach to teaching foreign languages and "The Russian Language and Culture of Speech" to students of the Ural State Law University. In article presents metasubjects functions of the Russian and foreign languages: cognition, communication, education, socialization, development of the students' personality. At the level of the university these metasubject functions are described as a component of the formation of professional competences and of fostering innovative linguistic law students' personality. The objectives, models, principles and methods of professional focused teaching languages at the higher school with regard to competences and traits of the linguistic personality of a specialist that allow to participate effectively in the innovative processes and intercultural dialogue are explored. It is emphasized that the high level of proficiency in the language of profession in its every functional aspect (communicative, cognitive, culturological) is a necessary condition of the specialist's innovative activity by itself, international cooperation in education, science, economy and other spheres of life. The effective professional focused course-book, in the authors' opinion, should adequately model the teaching and educational process at the higher school, and in its content should correlate with the dynamics of the linguodidactic structure of the innovative linguistic personality of the specialist, which includes three levels: verbal semantic; lingvocognitive; motivation-pragmatic. The language competences and personality traits of students as bearers of innovative culture (creativity, critical thinking, reflexivity, assertiveness, responsibility, tolerance, self-actualization) are evolved by means of appropriate pedagogical technologies and methods. At the initial (propaedeutic) stage the teaching methods offered in foreign language textbooks for specific purposes are based on the traditional system of professional focused teaching foreign languages, and the principles and methods of the Content and Language Integrated Learning (CLIL) widely used in the European science and practice are applied at the advanced stage. This conclusion is confirmed by the results of some ESP textbooks analysis presented in the article and the experience of creating the textbook "English for Lawyers" (the level of academic bachelor's degree), which is successfully used in teaching students at the Ural State Law University and other Russian universities. The authors' conception of this textbook is based on the current synergetic model of educational space development that has been actively developed recently and combines main methodological approaches in teaching foreign language discourse at higher schools, including professional focused teaching and the Content and Language Integrated Learning. This synergetic model adequately reflects linguistic, psychological and pedagogical aspects of foreign language for specific purposes course design - communicative ontology of the language, its epistemology, methodology of foreign language teaching, - that allows to explore effectively the interaction of many factors in the educational process in order to achieve the maximum pedagogical effect. Other fundamental provisions of our textbook methodological conception built upon the research results are the dialogue of cultures as philosophy of modern foreign language education; the fostering of students' innovative linguistic personality on the basis of linguodidactic models developed by domestic linguistic scientists and methodolo-gists; the use of innovative interactive pedagogical technologies including electronic educational resources; selection of special authentic texts, assignments and exercises based on the specificity of legal discourse. The methodology of the research is based on theoretical (analysis, synthesis, comparison and evaluation) methods. It is concluded that while designing and evaluating language textbooks for professional purposes one should take into consideration the metasubject approach and modern methodological conceptions of teaching language of profession, the future speciality of students, their professional motivation, level of foreign language proficiency, stages of learning, current needs of students and society, as well as linguodidactic models of the linguistic personality developed by the domestic scientists.

Keywords

Authors

References