This article examines the model of a secondary linguistic personality and the characteristics of its verbal-semantic, cognitive, and pragmatic levels. The aim is to explain the content of these levels and their relationship to second-language acquisition. Drawing on theoretical propositions and an analysis of linguistic examples, the study considers lexical choice, understanding of cultural context, and norms of speech behavior. The material analyzed includes an address by Elizabeth II, a literary quotation, and an English fixed expression. The role of language experience in vocabulary development and the importance of cultural knowledge for intercultural communication are discussed. The main characteristics of the three levels are summarized in a table. The article emphasizes the interrelationship between mastery of linguistic resources, understanding of cultural meanings, and acquisition of communicative norms in the formation of a secondary linguistic personality.
Formation of A Secondary Linguistic Personality in Educational Bilingualism: An Analysis of The Verbal-Semantic, Cognitive, And Pragmatic Levels
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References
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