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Metasystem approach to the structural-level analysis of language competence // Pedagogical Review. 2023. Issue 5 (51). P. 165-174

The paper considers the structural-level organization of language competence as a psychologicalpedagogical phenomenon from the point of view of the metasystem approach. Five levels of the language competence system are not reducible to each other: metasystem, system-wide, subsystem, component and element levels. The content of the meta-system level of the language competence system is determined. It consists of an integral language ability, consisting of subsystems: communicative, lexical-semantic, grammatical and regulatory subsystems. From a psychological point of view the most important is the regulatory subsystem, which is an activity invariant of self-regulatory processes. The structure of the meta-system level gets its concrete implementation in the underlying levels of the system in the form of ways of operating with language knowledge: language reflection, sense of language (language intuition) and language skills. Empirical verification of the conceptual model was carried out on a sample of junior schoolchildren. The methodical tools were made up of tests of language development widely used in psychological and pedagogical practice, as well as the author’s method for studying the peculiarities of language knowledge when operating quasi-linguistic constructions. The methods of conversation, structured observation and expert assessment are also applied. The study confirmed the theoretical assumptions about the dynamic nature of the restructuring of the structural-level organization of the system of language competence, depending on the degree of its formation. The results are important for clarifying the purposes and methods of language teaching and psychological-pedagogical support of this process in modern conditions.

Keywords: language competence, language ability, language, sense of language, language reflection, metasystem approach, native language teaching

Functional organization of language competence from the point of view of the metasystem approach // Pedagogical Review. 2024. Issue 3 (55). P. 112-123

The paper reveals the content of the metasystem approach to the study of the functional structure of language competence as a psychological-pedagogical phenomenon. The analysis of the currently conducted research carried out in the field of linguistics, pedagogy and psychology has demonstrated a weak elaboration of the problem of the functional organization of the language competence system. The partial functions of the system are considered as derivatives of the functional orientation of its fragmentary components. The functional certainty of the system is formed as an additive set of “elementary” functions. The metasystem approach makes it possible to uncover and overcome “implicit” contradictions in the understanding of the functional organization of the language competence system. The basic metasystem regularities of the functional organization of systems with a built-in meta-level, to the class of which language competence belongs, are considered. These regularities are the principle of meta-goal determination of the system, the principle of diachronic system organization, the principle of constant interaction of the actual and potential content of the system. Theoretical assumptions are put forward about the increase in the functional capacity of the language competence system as its structural and dynamic organization becomes more complex. The functional organization of language competence depends on the change in complexity and, accordingly, on the delay in achieving the goal of the educational language task. The content of adaptive, regulatory and transformational-generative functions of language competence is revealed. It is established that language reflection, a sense of language, language skills and abilities are “tools” for the implementation of these functions. At the same time, their functional capacity differs depending on their place in the structural-hierarchical organization of the language competence system. The formulated assumptions are important for creating a methodologically reasonable program of psychological-pedagogical support for the formation of language competence as a functionally mature structural and dynamic systemic structural part of personality of a pupil.

Keywords: language competence, language ability, language, sense of language, language reflection, metasystem approach, functional organization of system, native language teaching

Exam anxiety in students: the problem of methodological support for studying the issue // Pedagogical Review. 2026. Issue 2 (66). P. 162-172

The paper reveals the problem of methodological support for the study of exam stress among students. It is indicated that exam anxiety is a relatively stable emotional reaction to an upcoming event (exam) as a specific difficult life situation; it is the result of a subjective assessment of the probability of successful completion of the test. The thesis on the insufficient validity of general anxiety measurement methods for assessing specific experiences related to the situation of academic tests is substantiated. The authors’ attention is focused on the search for specialized diagnostic tools aimed at studying the phenomenon of exam anxiety. As part of the analytical review, the existing tools for the diagnosis of anxiety conditions have been systematized, from questionnaires and clinical scales (such as Manifest Anxiety Scale; State-Trait Anxiety Inventory, Hamilton Anxiety Rating Scale; Zung Anxiety Rating Scale; School Anxiety Scale; Liebowitz Social Anxiety Scale, Test Anxiety Questionnaire and others), to psychophysiological methods (such as electroencephalographic method, polygraphic examination), and their key limitations in the context of the problem under study are highlighted. The main ones are the non-specificity of survey methods for assessing exam anxiety; the complexity and energy consumption of implementing methods of conversation and observation for the purpose of studying anxiety caused by the exam situation; the need for special expensive equipment when conducting research using hardware methods. It has been revealed that the solution to the problem of methodological support for the study of exam stress in students is answered by the Achievement-Anxiety Test by R. Alpert and R. Haber. Its substantial potential and prospects of adaptation for the Russian-speaking sample are considered. The necessity of developing and validating a specialized psychodiagnostic tool aimed at a comprehensive assessment of exam stress among university students is substantiated. The solution to the problem determines the possibilities for the subsequent creation of effective correctional and preventive programs for university students.

Keywords: stress, student, anxiety psychodiagnostics, exam anxiety test, exam stress, exam anxiety