Metasystem approach to the structural-level analysis of language competence
DOI: 10.23951/2307-6127-2023-5-165-174
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
References:
1. Mil’rud R. P. Kompetentnost’ v yazykovom obrazovanii [Competence in language education]. Vestnik Tambovskogo gosudarstvennogo universiteta. Seriya: Gumanitarnye nauki – Bulletin of Tambov State University. Humanities Series, 2003, no. 2 (30), pp. 100–106 (in Russian).
2. Bozhovich E. D. Razvitiye yazykovoy kompetentsii kak psikhologicheskoy sistemy (na materiale russkogo yazyka kak rodnogo). Dis. … dokt. psikhol. nauk [Development of language competence as a psychological system (based on the material of Russian as a native language). Diss. ... doct. of psy. sci.]. Moscow, 2016. 450 p. (in Russian).
3. Khomskii N. Aspekty teorii sintaksisa [Aspects of syntax theory]. Moscow, Izd-vo MGU Publ., 1972. 252 p. (in Russian).
4. Hymes D. On communicative competence. Sociolinguistics: Selected readings. J. B. Pride, J. Holmes (Eds.). Harmondsworth, Penguin Publ., 1972. pp. 269–293.
5. Canale M., Swain M. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1980, vol. 1, iss. 1. pp. 1–47.
6. Bachman L. F., Palmer A. S. The Construct validation of some components of communicative proficiency. TESOL Quarterly, 1982, vol. 16, iss. 4. pp. 449–465.
7. Savignon S. J. Communicative competence: Theory and classroom practice. Reading, MA, Addison-Wesley, 1983. 340 p.
8. Zimnyaya I. A. Kompetentsiya i kompetentnost’ v kontekste kompetentnostnogo podkhoda v obrazovanii [Competence and competence in the context of the competence approach in education]. Inostrannye yazyki v shkole – Foreign languages at school, 2012, no. 6. pp. 2–11 (in Russian).
9. Karpov A. V. Metasistemnaya organizatsiya individual’nykh kachestv lichnosti [Metasystem organization of individual personality traits]. Yaroslavl, Izd-vo YarGU Publ., 2018. 744 p. (in Russian).
10. Professionalizm sovremennogo pedagoga: metodika otsenki urovnya kvalifikatsii pedagogicheskikh rabotnikov [Professionalism of a modern teacher: methodology for assessing the level of qualification of teaching staff]. Moscow, Logos Publ., 2011. 168 p. (in Russian).
11. Karpov A. V. Psikhologiya refleksivnykh mekhanizmov deyatel’nosti [Psychology of reflexive mechanisms of activity]. Moscow, Psychology Institute RAN Publ., 2004. 450 p. (in Russian).
12. Karpov A. V., Chernov D. N. Strukturnaya organizatsiya yazykovoy kompetentnosti [Structural organization of language competence]. Yaroslavskiy pedagogicheskiy vestnik – Yaroslavl Pedagogical Bulletin, 2022, no. 6. pp. 132–139 (in Russian).
13. Karpov A. V., Shadrikov V. D. Integral’naya kontseptsiya sistemogeneza deyatel’nosti [Integral concept of systemogenesis of activity]. Moscow, Izdatel’skiy dom RAO Publ., 2017. 352 p. (in Russian).
14. Kabardov M. K. Yazykovye sposobnosti: Psikhologiya, psikhofiziologiya, pedagogika [Language abilities: Psychology, psychophysiology, pedagogy]. Moscow, Smysl Publ., 2013. 399 p. (in Russian).
15. Ushakova T. N. Dvoistvennost’ prirody recheyazykovoy sposobnosti [The duality of the nature of speech-language ability]. Psikhologicheskiy zhurnal – Psychological Journal, 2004, vol. 25, no. 2, pp. 5–12 (in Russian).
16. Ushakova T. N. Psikholingvistika: uchebnik dlya vuzov [Psycholinguistics: Textbook for universities]. Moscow, PER SE Publ., 2006. 416 p. (in Russian).
17. Yakobson R. O. Yazyk i bessoznatel’noye [Language and the unconscious]. Moscow, Gnozis Publ., 1996. 248 p. (in Russian).
18. Gokhlerner M. M., Eiger G. V. Psikhologicheskii mekhanizm chuvstva yazyka [The psychological mechanism of the sense of language]. Voprosy psikhologi – Voprosy psychologii, 1983, no. 4, pp. 137–142 (in Russian).
19. Chernov D. N. Vliyaniye stilya detsko-roditel’skikh otnoshenii na obucheniye mladshikh shkol’nikov [The influence of the style of child-parent relations on the education of younger schoolchildren]. Kul’turno-istoricheskaya psikhologiya – Cultural-Historical Psychology, 2009, no. 1, pp. 74–84 (in Russian).
( 399.61 kB ) 
( 390.57 kB )
Issue: 5, 2023
Series of issue: Issue 5
Rubric: PSYCHOLOGY
Pages: 165 — 174
Downloads: 224