Development of the Linguistic Personality of a Teacher-Scientist in Postgraduate Studies: Methodological Approaches and Technological Tools

Abstract

The article presents a comprehensive study of the problem of developing the linguistic personality of a teacher-scientist in postgraduate education. The purpose of the study is to identify modern methodological approaches and technological tools for the development of the language personality of a teacher-scientist in postgraduate studies, as well as to analyze the effectiveness of their implementation on the basis of a pilot educational experiment. The study used a combination of theoretical methods (analysis, synthesis, generalization, comparison of concepts and approaches to defining the essence and structure of the teacher-scientist’s linguistic personality), empirical methods (a pilot experiment that included a questionnaire to determine the starting level of linguistic personality development, observation of the dynamics of changes in the process of program implementation, reflective notes and self-assessments of participants to identify qualitative changes and evaluate the effectiveness of the approaches and tools used), as well as graphic methods (visualization of the structure and components of a linguistic personality, the relationships between methodological approaches and structural components, as well as technological tools using diagrams, charts, and figures). The author’s structure of the teacher-scientist’s linguistic personality is substantiated, which includes motivational and value, cognitive, communicative, creative, emotional and volitional, and reflective components. The key methodological approaches (competence-based, axiological, personality-oriented, linguistic and sociocultural, hermeneutic, communicative and activity-based, interactive and technological, cognitive and discursive, resource-based) that serve as the conceptual basis for the formation of the teacher-scientist’s linguistic personality are highlighted. A program for the introduction of modern technological tools is proposed, which includes the integration of online and offline resources for the holistic development of the linguistic personality of teacher-scientists. The results of the pilot experiment confirmed the effectiveness of the developed program. It has been established that the holistic development of a teacher-scientist’s linguistic personality in postgraduate studies is achieved by combining different methodological approaches and using modern technological tools focused on the integration of online and offline interaction.