The role of the intercultural factor in the formation of a secondary language personality in modern Europe
Europe is one of those regions of the world where the tendency towards language unity is dual in nature - on the one hand, in the process of its spread, transnational contact English (EL) acquires regionally determined typological forms; on the other hand, there is a common European tendency of opposition to the expansion of its influence on national languages. Significant changes in their dynamics due to globalization are undergoing the functioning of the languages of the peoples of the world. Striving for the economic unity of the world, globalization is also causing a tendency towards its linguistic unity.
In transnational communication of European countries, the contact EL is involved in many domestic and special areas. It develops in multilingual contexts of the European Union, which initially implies the need for transcultural and transnational communication among European communicants, within which the relationship of languages is not something fixed once and for all.
The paradigm of international culture in the mentality of Europeans develops in the process of secondary socialization, when a secondary linguistic personality is formed, determined by the formal membership of the European community, regardless of the specific country of residence. The structure of the cultural component of the European transnational communication and the specificity of the linguocultural component of the EL in various European countries reflect the long process of secondary socialization and internalization of the EL, which has its own characteristics in different parts of the continent.
In contrast to primary socialization, which has a universal national character, secondary socialization is aimed at the entry of the individual into the international community, for example, scientists, students, business people, bloggers, etc. Possession of EL as an instrument of secondary socialization allows representatives of various linguocultural communities to realize acquired cultural norms in both intranational and transnational communication.
Within the spatial-temporal framework of European contexts, the linguocultural component of the ELis formed on the basis of the cultural component of primary socialization in the native language; passes through the emotional-personal filter of users, is made out of linguistic means at the appropriate level of knowledge of the EL and receives a secondary cultural orientation in the conditions of secondary socialization.
The situation of intercultural communication arises when two or more persons belonging to different cultures interact, and members of different cultures can expect their partners to communicate and behave in the same way as they do, and not to make adjustments to their speech behavior.
The paper raises questions of the vitality of culture in conditions of intensive contact, since identity in the context of globalization is a process of differentiation, fragmentation, and complementarity of systemic and subjective-objective factors. The complexity of the process of identifying a modern transcultural linguistic personality lies in the multidimensionality of identity criteria, the actualization of political, social, cultural and symbolic capital.
Borodina, D.S. (2018). Transnatsional'nyy angliyskiy yazyk v anglo-skandinavskom bilingvizme. Simferopol: Arial, 324.
Ebzeeva, Yu., Karabulatova, I. (2017). Transcultural language personality: statement of the problem and conceptual space. Man in India, 97 (23), 255-262.
Ebzeeva, Y.N., Karabulatova, I.S., Nakisbaev, D.A. (2018). The problems of transformation of the personal identity in a modern migrant. Astra Salvensis, 6 (1), 729-738.
Ebzeeva, Yu., Sheipak, S., Gishkayeva, L., Nakisbaev, D., Karabulatova, I., Dubinina, N. (2017). The problems of formation of the modern elitist language personality in the age of globalization and migrationsMan in India, 97 (23), 321-328.
Ebzeyeva, Yu.N., Tutova, Ye.V. (2012). Problema pereklyucheniya yazykovykh kodov i yazykovyye kontakty. Vestnik RUDN. Voprosy obrazovaniya: yazyki i spetsial'nost', 2, 138-144.
Gooskens, Ch., Heeringa, W. (2014). The role of dialect exposure in receptive multilingualism. Applied Linguistics Review, 5 (1), 247 - 271.
Görlach, M. (2002). Still more Englishes. Amsterdam: John Benjamins Publishing, 240.
Gottlieb, H. (2004). Danish echoes of English. Nordic Journal of English Studies, 3, 39-65.
Hellekjær, G.O. (2012). A survey of English use and needs in Norwegian export firms. Hermes, Journal of Language and Communication in Business, 48, 7-18.
Kamal, N.E., Almulla, M.A., Karabulatova, I.S., Karabulatova, A.S. (2016). The Arab East and Russia: Current transformations of multinational corporations. Moscow: ISPR RAS, 138.
Karabulatova, I.S. (2011). Language personality in the space of intercultural communications. Bulletin of the Kemerovo State University of Culture and Arts, 16, 77-85.
Karabulatova, I.S. (2013). The problems of linguistic modeling of new Eurasian linguistic personality in multilinguistic and mental environment (by example of onomasphere). Middle-East Journal of Scientific Research, 17 (6):, 791-795.
Karabulatova, I., Patieva, M., Seidina, M., Podkopaeva, A., Kushnirenko, V., Niyazova, G. (2017). Ethno-sociocultural deviations in the educational environment of the modern Eurasian higher education institution as a reflection of transcultural globalization factors. Man in India, 97 (23), 95-103.
Karabulatova, I.S., Polivara, Z.V. (2013). Turkic and Slavs: bi-polylinguism in globalization and migrations (on an example of Tumen region). Middle-East Journal of Scientific Research, 17 (6), 832-836.
Kecskes, I. (2011). Interculturality and Intercultural Pragmatics. The Routledge Handbook of Intercultural Communication. London: Routledge, 67-84.
Lampariello, L. (2014). Why Scandinavians speak exceptional English. Available at: http://www.thepolyglotdream.com/scandinavianenglish/.
Luchinskaya, E.N., Karabulatova, I.S., Tkhorik, V.I., Zelenskaya, V.V., Golubtsov, S.A. (2018). New aspects of intercultural communication discourse modeling in the context of globalization and migration. Opcion, 34 (85), 789-800.
Nakisbaev, D., Dubinina, N., Karabulatova, I., Levshits, A., Krivoshlykova, L. (2017). Actual ethnopsycholinguistic methods of foreign languages teaching in higher education. Man in India, 97 (23), 389-396.
Rindal, U. (2015). Who owns English in Norway? Attitudes towards English in Europe. Berlin: Mouton de Gruyter, 241-270.
UNESCO Universal Declaration on Cultural Diversity (2001). Available at: http://unesdoc.unesco.org/images/0012/001271/127160m.pdf.
Vassilenko, A.P., Karabulatova, I.S., Vasilishina, E.N., Tukaeva, R.A., Barabash, V.V. (2018). The conceptual sphere of fiction in the Russian and English world picture. Opcion, 34 (85), 825-839.
Norwegian language blog (20011-2016) – Why are Norwegians so good at speaking English? Norwegian language blog. Available at: http://blogs.transparent.com/norwegian/why-are-norwegians-so-good-at-speaking-english/.