Development of secondary linguistic personality of foreign students when studying Russian (based on experimental data)
DOI: 10.23951/1609-624X-2026-4-105-112
This study examines the development of the bilingual linguistic identity of foreign students living in a foreign cultural environment. It is hypothesized that the main factors in the development of the secondary linguistic identity of foreign students are the duration of stay in the country of the target language and the intensity of communication with native Russian speakers. To achieve the goal of the study, psycholinguistic methods of observation and survey were used. Fifty-eight students from different countries served as informants. The scientific novelty of the study lies in the use of new linguistic material containing information on the development of the bilingual linguistic identity of foreign students. The obtained results can be applied in the process of teaching Russian as a foreign language. The most effective method for studying the development of the secondary linguistic identity for the purpose of exploring the manifestation of individual and collective consciousness and self-awareness is the analysis of the linguistic means used. It is clear that regular surveys as a method for studying the secondary linguistic identity are essential for both teachers and students. They help collect objective data and facilitate self-reflection. Open-ended questions and their answers are highly informative, as the resulting mini-texts not only contain the required information but also help to record student errors. When examining the study's hypothesis, it was found that the duration of study influences the development of a secondary linguistic identity, while the frequency of communication with native Russian speakers is not a significant factor. It can also be argued that the open-ended question about difficulties was the most revealing in identifying the characteristics of secondary linguistic identity development in Russia. Recommendations for conducting Russian language classes include more frequent project-based work with international students to more actively introduce them to the culture of their country. During classes outside the classroom, students interact with native Russian speakers, listen to rapid speech, navigate real-life situations, learn more about the culture, and receive emotionally charged information related to the Russian language.
Keywords: linguistic personality, secondary linguistic personality, cultural identity, factors in the development of secondary linguistic personality
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Issue: 4, 2026
Series of issue: Issue 4
Rubric: METHODOLOGICAL ASPECTS OF MODERN PHILOLOGY
Pages: 105 — 112
Downloads: 38